Symbolic Play in Children with Autism

Lam, Yan Grace

doi:10.1007/978-1-4614-4788-7_26

Cited by 7 publications

(12 citation statements)

References 57 publications

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“…Even when accounting for children's cognitive and language levels, children with ASD exhibit not only far fewer pretend behaviors but also pretend behaviors that are less complex, novel, and spontaneous. 28 For example, Wing and Gould 29 noted that 55% of children with ASD exhibited no symbolic play behaviors. Charman et al 30 reported that in structured play trials, all 20-month-old infants with DD produced at least one example of object substitution, but not one of the young children with ASD did so even after prompting and modeling.…”

Section: Play In Children With Asdmentioning

confidence: 99%

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Playing to Pretend or “Pretending” to Play: Play in Children with Autism Spectrum Disorder

Westby¹

2022

Semin Speech Lang

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Children diagnosed with autism spectrum disorder (ASD) exhibit early delays and deficits in play. In infancy, they engage in unusual exploratory behaviors with toys. As toddlers, they are slow to develop functional play, and in preschool some children with ASD fail to develop symbolic play despite having the necessary cognitive and language skills. Furthermore, when children with ASD are engaged in play, they demonstrate less playfulness. This article reviews the literature on the characteristics of exploratory, functional, and symbolic/pretend play in children with ASD and possible reasons for their unusual patterns of play development. Increased quantity and quality of play are frequent therapeutic goals for children with ASD. If play interventions are to be successful, it is critical that speech-language pathologists have an adequate assessment of children's play skills. Several frameworks and tools appropriate for assessing play in typical children and children with ASD are described.

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Section: Play In Children With Asdmentioning

confidence: 99%

“…Multiple explanations have been offered for the limited and qualitatively different symbolic pretend play of children with ASD. 28 46…”

Section: Play In Children With Asdmentioning

confidence: 99%

Playing to Pretend or “Pretending” to Play: Play in Children with Autism Spectrum Disorder

Westby¹

2022

Semin Speech Lang

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“…The earliest accounts of autism recognized the children’s symbolic pretend play deficits. Even when accounting for children’s cognitive and language levels, children with ASD exhibit not only far fewer pretend behaviors but also pretend behaviors that are less complex, novel, and spontaneous (Lam, 2014). Wing and Gould (1979) noted that 55% of children with ASD exhibited no symbolic play behaviors.…”

Section: Play Differences Between Td Children and Children With Asdmentioning

confidence: 99%

Play in Children With Autism Spectrum Disorder

Westby¹

2022

Word of Mouth

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“…En ese sentido, se propone la siguiente tipología: (i) sustitución de objetos, objeto que toma la representación de otro objeto; (ii) atribución de características falsas, atribuir propiedades a los objetos como si fueran reales; y (iii) simulación de un objeto ausente, referirse a un objeto ausente como si estuviera presente. Lam (2014), a partir de diversos aportes científicos relacionados con el juego simbólico y niños con autismo, sostiene lo siguiente:…”

Section: Déficit En El Desarrollo Y Mantenimiento De Las Relaciones Socialesunclassified

“…La segunda indica una alteración en las funciones ejecutivas causada por la incapacidad del sujeto para abstraerse de la realidad, iniciar un juego simbólico y cambiar de identidad de una primaria a una imaginaria. La última refiere a un deterioro en la coherencia central, en el cual se perciben dificultades para comprender la simulación, para su ejecución y producción (Lam, 2014).…”

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Comprensión de los cambios en la conceptualización del trastorno del espectro autista para la inclusión educativa

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Quispe

Guillén

2021

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El artículo presenta los resultados de una revisión de literatura que explica los cambios en la conceptualización del trastorno del espectro autista (TEA) durante el último siglo, desde los estudios de Bleuler hasta la actualidad. La información bibliográfica fue recogida durante los meses de octubre del 2020 y abril del 2021. El análisis realizado muestra que el concepto sobre el TEA ha variado a lo largo del tiempo, pasando por diversas posturas: primero fue entendido desde un plano psiquiátrico hasta lo que ahora se reconoce como un trastorno del neurodesarrollo. Se detallan las principales características y signos de alarma que acompañan al TEA en la primera infancia, desde la perspectiva actual que lo enmarca dentro de los trastornos del neurodesarrollo y tiene un carácter dimensional. La información que aporta esta investigación está orientada hacia los principales agentes involucrados en la educación de los niños diagnosticados con TEA, que pueda ser divulgada entre los docentes y las personas interesadas a fin de poder identificar las señales de alerta antes de los tres primeros años de vida.

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Symbolic Play in Children with Autism

Cited by 7 publications

References 57 publications

Playing to Pretend or “Pretending” to Play: Play in Children with Autism Spectrum Disorder

Playing to Pretend or “Pretending” to Play: Play in Children with Autism Spectrum Disorder

Play in Children With Autism Spectrum Disorder

Comprensión de los cambios en la conceptualización del trastorno del espectro autista para la inclusión educativa

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