Embodied Imagination and Metaphor Use in Autism Spectrum Disorder.

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Neuroscience

Background:

• Understanding imagination and metaphor in children with autism spectrum disorder (ASD) is crucial for developmental research.
• Existing frameworks often rely on standard linguistic models, which may not fully capture the nuances of imaginative skills in ASD.
• There is a need for alternative theoretical perspectives to better explain and support the imaginative development of children with ASD.

Purpose of the Study:

• To present an embodied and enactive account of imagination and metaphor.
• To analyze the application of metaphors in therapeutic settings with a child with ASD.
• To offer theoretical insights and practical intervention suggestions for enhancing imaginative skills in children with ASD.

Main Methods:

• Literature review of existing frameworks for imagination and metaphor.
• Case study analysis of a systemic therapeutic session involving a child with ASD and the use of metaphors.
• Theoretical synthesis to derive insights from the embodied-enactive perspective.

Main Results:

• The embodied-enactive framework provides a novel lens for understanding imagination and metaphor in children with ASD.
• Metaphorical engagement in therapy can be a valuable tool for exploring and developing imaginative skills.
• The case study illustrates the practical application of metaphorical understanding in a therapeutic context.

Conclusions:

• The embodied-enactive perspective offers significant theoretical advantages for studying imagination in children with ASD.
• Interactive interventions grounded in this perspective can effectively enhance imaginative skills and metaphor comprehension.
• Further research into embodied and enactive approaches holds promise for supporting children with ASD.