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Spontaneous Play in Children with Autism: A Reappraisal

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Abstract

Much controversy remains regarding the ability of children with autism to engage in spontaneous play. In this study children with autism, Down syndrome and typical development with verbal mental ages of approximately 2 years were assessed for play abilities at three data points. Even in this group of children with autism, who had relatively low verbal mental ages, symbolic play skills were not totally absent. However, it was possible to distinguish their pattern of play behaviors from the other two groups. Consequentially, it is argued that there are unusual features in early spontaneous play in children with autism and these atypical patterns are not restricted to their difficulties in the production of symbolic play. Such differences in early spontaneous play raise interesting questions about the etiology of autism, the direction of future research, and the theoretical models that can account for the condition.

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Authors and Affiliations

  1. Department of Clinical Psychology, University of East Anglia, Norwich, NR4 7TJ, United Kingdom

    Sarah Libby

  2. Division of Education, University of Hertfordshire, Watford Campus, Aldenham, Watford, Hertfordshire, WD2 8AT, U.K

    Stuart Powell

  3. Division of Psychology, University of Hertfordshire, Hatfield Campus, Hertfordshire, AL10 9AB, U.K

    David Messer

  4. School of Education, University of Birmingham, Birmingham, B30 1TQ, U.K

    Rita Jordan

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  1. Sarah Libby
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  2. Stuart Powell
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  3. David Messer
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  4. Rita Jordan
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Libby, S., Powell, S., Messer, D. et al. Spontaneous Play in Children with Autism: A Reappraisal. J Autism Dev Disord 28, 487–497 (1998). https://doi.org/10.1023/A:1026095910558

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