Similarities and Differences in the Play Skills of Young Children with Autism and Children without Disabilities

Young children spend most of their time engaged in play. Children with autism often display deficits in play ability, especially symbolic play. The purpose of the current study was to examine the similarities and differences in play skills of a group of 19 children with autism compared to a group of 19 children without disability. The two groups were matched in two to six functioning areas determined by standardized assessments. The current study attempted to identify specific deficits in categories of play in terms of quantity of play acts. Results indicated no significant differences across the two groups in their functional play/object use and functional combinatorial play. Although not significantly different, the group with autism displayed a fewer number of play acts in all categories of functional play/object use. Similarly, although not significantly different, the group with autism continued to display fewer play acts in all categories of functional combinatorial play except general combinations. The group with autism displayed more indiscriminate actions compared to the group without disability. The group with autism displayed significantly different number of symbolic play, more specifically substitution play. These findings suggests the use of defining specific play categories useful in better understanding the similarities and differences in the play of children with autism compared to children without disability.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2012

Author dc:creator

• Johnson, Lynette Kamachi

Advisor dc:contributor.advisor

• Griswold, Deborah

• Special education
• Autism
• Functional play
• Play
• Symbolic play

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:12424

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/37640