Abstract
Abstract The aims of the study were to develop a reliable assessment of representational play suitable for use in children with severe and profound mental handicap and to evaluate the association between representational play and language development in such children. Ten children in the severe and profound ranges of mental handicap were assessed using videotape recordings during a session of free play with a standard set of toys followed by a session of play in which a facilitator encouraged representational play.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Southern African Journal of Child and Adolescent Mental Health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
