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Promoting early play.

I A Van Berckelaer-Onnes¹

¹Department of Psychology and Special Education, Faculty of Social Sciences, University of Leiden, The Netherlands.

Autism : the International Journal of Research and Practice

|December 18, 2003

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Early play interventions for children with autism improve object exploration and symbolic play. Continued support is crucial for sustained developmental gains in autistic children.

Area of Science:

Developmental Psychology
Autism Spectrum Disorder Research
Pediatric Behavioral Interventions

Background:

Children with autism spectrum disorder (ASD) exhibit limited and repetitive object exploration, linked to weak central coherence.
Early manipulative and relational play are vital for developing perceptual representations, functional play, and symbolic play in children.
Intervention targeting early play skills is critical for improving developmental trajectories in autism.

Purpose of the Study:

To evaluate the efficacy of a 'toy-play' intervention program for children with autism.
To assess the long-term maintenance of play improvements following the intervention.
To introduce a subsequent group-based 'play stimulation' program to sustain gains.

Main Methods:

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A 'toy-play' intervention program was implemented with 24 children with autism in a research setting.

Outcome measures and a 1-year follow-up assessment were utilized to track progress.

A follow-up 'play stimulation' program was developed for group delivery.

Main Results:

The initial 'toy-play' intervention demonstrated success in improving play skills.
Sustained improvements in play were contingent on continued play support.
The group-based 'play stimulation' program was implemented post-intervention.

Conclusions:

Early play-based interventions are effective for children with autism.
Ongoing support is necessary to maintain developmental progress in play skills.
A phased intervention approach, including group stimulation, can support long-term benefits.