Qualities of symbolic play among children with autism: a social-developmental perspective.
We hypothesized that the qualities of play shown by children with autism reflect their impoverished experience of identifying with other people's attitudes and moving among person-anchored perspectives. On this basis, we predicted their play should manifest a relative lack of the social-developmental hallmarks that typify creative symbolic functioning. We videotaped the spontaneous and modelled symbolic play of matched groups of children with and without autism. The two groups were similar in the mechanics of play, for example in making one thing stand for another and using materials flexibly. By contrast, and as predicted, children with autism were rated as showing less playful pretend involving self-conscious awareness of pretending, investment in the symbolic meanings given to play materials, creativity, and fun.
Institute of Child Health, University College, London, UK. r.hobson@ucl.ac.uk
R Peter
RP
Hobson
Anthony
A
Lee
Jessica A
JA
Hobson
D001288:Attention; D001321:Autistic Disorder / Q000175:diagnosis* / Q000523:psychology; D001364:Awareness; D002648:Child; D003142:Communication; D003405:Creativity; D002658:Developmental Disabilities / Q000175:diagnosis / Q000523:psychology; D003937:Diagnosis, Differential; D005260:Female; D006801:Humans; D007100:Imitative Behavior; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology; D008297:Male; D018187:Personal Construct Theory; D010552:Personality Assessment; D010988:Play and Playthings; D013239:Stereotyped Behavior; D013561:Symbolism; D014743:Videotape Recording