Beyond echoplaylia: promoting language in children with autism

Area of Science:

• Developmental Psychology
• Clinical Psychology
• Special Education

Background:

• Children with autism spectrum disorder (ASD) face significant challenges in imaginative play and narrative thought, impacting symbolic language development.
• Echolalia, often described as 'situation association,' represents a limited form of communication seen in some children with ASD.

Purpose of the Study:

• To advocate for the use of play as a medium to enrich communicative exchanges and symbolic language in children with ASD.
• To explore specific intervention strategies that leverage play for enhancing communication skills in this population.

Main Methods:

• Review of literature supporting play-based interventions for autistic communication.
• Discussion of targeted intervention strategies focusing on play.
• Case illustration of adult-facilitated dramatic peer play.

Main Results:

• Adult-facilitated dramatic peer play demonstrated a breakthrough in symbolic behaviors for a 9-year-old girl with autism.
• The intervention enabled the child to progress beyond semi-communicative echolalia.

Conclusions:

• Play, particularly adult-facilitated dramatic peer play, is an effective therapeutic medium for enhancing symbolic language and communication in children with ASD.
• This approach offers a promising avenue for intervention, addressing core challenges in imaginative play and narrative skills.