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Developing pretend play in children with autism: a case study.

Dave Sherratt
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Abstract

A classroom-based intervention study aimed to explore whether it was possible to teach children with autism and additional learning difficulties to use symbolic pretend play. Five children with autism were involved in a 4 month intervention that used structure, affect and repetition. The intervention progressively faded out the structuring over three phases. All the children were able to use some symbolic acts within play. The study suggests that some of the symbolic play was not the result of replicating previously modelled examples but was spontaneous and novel.

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AffectAutistic DisorderChild, PreschoolCreativityEducation, SpecialFantasyHumansImaginationImitative BehaviorLearning DisabilitiesMaleOutcome and Process Assessment, Health CarePlay and PlaythingsSymbolismJournal ArticleResearch Support, Non-U.S. Gov't

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Dave Sherratt. 2002. Developing pretend play in children with autism: a case study.. https://doi.org/10.1177/1362361302006002004

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