Effects of symbolic play intervention with children who have mental retardation

The effects of intervention versus nonintervention on the length and diversity of symbolic behaviors in children with mental retardation (classified as trainable) were compared. Eight children were matched on several variables and divided into two groups. The experimental, intervention group received 10 therapy sessions that were focused on symbolic play development; the control, nonintervention group did not receive play intervention. Children in the experimental group demonstrated qualitative as well as quantitative changes in their symbolic play profile. Clinical implications of these findings were discussed.