Evidence map›Paper›PMID 34244915›Full record

ArticleJournal of autism and developmental disorders2022

Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice.

Helen Marwick, Karena Jarvie, Hilary Cowie, Lorna Johnston, Nicola Hammond-Evans, Rachael Cockayne

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of autism and developmental disorders, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Helen MarwickFaculty of Humanities and Social Sciences, School of Education, Lord Hope Building, University of Strathclyde, 141, St James Road, Glasgow, G4 0LT, UK. helen.marwick@strath.ac.uk.ORCID http://orcid.org/0000-0002-3320-9391
Karena JarviePsychological Services, Children and Families, City of Edinburgh Council, Edinburgh, UK.
Hilary Cowie *NHS Lothian, Edinburgh, UK.
Lorna JohnstonAdditional Support for Learning Services, Children and Families, City of Edinburgh Council, Edinburgh, UK.
Nicola Hammond-EvansAdditional Support for Learning Services, Children and Families, City of Edinburgh Council, Edinburgh, UK.
Rachael CockayneNHS Lothian, Edinburgh, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from + 8 to + 30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children.

Indexed as

Autism Spectrum DisorderAutistic DisorderChildHumansLongitudinal StudiesPlay and PlaythingsAutismChildrenJoint attentionJoint-play supportOngoing practicePretend play

Identifiers

PMID34244915
PMCPMC9213294

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.