title: Developing pretend play in children with autism: a case study.
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.
authors.affiliation: Mowbray School, North Yorkshire, UK. autism@pdi.org.uk
authors.forename: Dave
authors.initials: D
authors.lastname: Sherratt
mesh_terms: D000339:Affect; D001321:Autistic Disorder / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D002675:Child, Preschool; D003405:Creativity; D004519:Education, Special; D005201:Fantasy; D006801:Humans; D007092:Imagination; D007100:Imitative Behavior; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology / Q000628:therapy; D008297:Male; D010043:Outcome and Process Assessment, Health Care; D010988:Play and Playthings; D013561:Symbolism