Jump to ContentJump to Main Navigation
Play = LearningHow Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth$
Users without a subscription are not able to see the full content.

Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek

Print publication date: 2006

Print ISBN-13: 9780195304381

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195304381.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 November 2019

Play and Autism: Facilitating Symbolic Understanding

Play and Autism: Facilitating Symbolic Understanding

Chapter:
(p.231) 12 Play and Autism: Facilitating Symbolic Understanding
Source:
Play = Learning
Author(s):

MELISSA ALLEN PREISSLER

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195304381.003.0012

Autism is a pervasive developmental disorder characterized by impairments in three discrete domains: communication, social abilities, and imagination (resulting in repetitive interests and behavior). Autism spectrum disorder (ASD) is now considered a national epidemic and has been expanded to include autism, Asperger's syndrome, pervasive developmental disorder not otherwise specified, and the rarer Rett's syndrome and child disintegrative disorder. The primary form of treatment for autistic children is educational therapy, combined with other specific therapies as needed (for example, physical, occupational, speech and language). The most frequently implemented educational treatment with consistent proven results is behavioral therapy, in which the principles of operant conditioning are applied to teach new skills across a broad domain. One increasingly recognized and legitimate component of therapeutic interventions involves play, because play skills are staggeringly different in children with ASD than in typically developing children. This chapter discusses the link between symbolic play and symbolic language, precursors to symbolic understanding, and play-based intervention designed to enhance autistic children's social skills.

Keywords:   play, autism, children, autism spectrum disorder, symbolic language, symbolic play, symbolic understanding, social skills

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .