Play and children with autism: insights from research and implications for practice
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review
Authors
Colleges, School and Institutes
Abstract
Children with autism approach play in a different way to that of their non-autistic peers as evidenced by studies from infancy to childhood. Cognitive theories have been mainly used as a framework to explain play in autism and socio-emotional theories have been so far neglected. This chapter argues the case that socio-emotional theories offer a new framework for explaining the different ways children with autism approach play and the implications that this might have for enhancing their play. This approach is of particular relevance to enhancing play in children with autism and additional intellectual disabilities, and a number of relevant current interventions positioned in the socio-emotional framework of understanding childhood and autism are reviewed to identify implications for practice mainly for school settings.
Details
Original language | English |
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Title of host publication | The Cambridge Handbook of Play |
Subtitle of host publication | Developmental and Disciplinary Perspectives |
Editors | Peter Smith, Jaipaul Lalla Roopnarine |
Publication status | E-pub ahead of print - Oct 2018 |
Publication series
Name | Cambridge Handbooks in Psychology |
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Keywords
- autism, intellectual disabilities, children, play, symbolic play, social interaction, parents, teachers, play interventions, schools