Development of Symbolic Play in Children with Autism Spectrum Disorder and Children with Typical Development: A Longitudinal Investigation on the Repertoire and Sequential Organization of Play

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  • Mizoe Yui
    Doctoral Course The United Graduate School of Education Tokyo Gakugei University
  • Otomo Kiyoshi
    Support Center of Special Needs Education and Clinical Practice on Education

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  • 自閉スペクトラム症幼児と定型発達幼児の象徴遊びの発達について：象徴遊びのレパートリーと連鎖に着目した縦断的検討
  • ジヘイスペクトラムショウ ヨウジ ト テイケイ ハッタツ ヨウジ ノ ショウチョウ アソビ ノ ハッタツ ニ ツイテ : ショウチョウ アソビ ノ レパートリー ト レンサ ニ チャクモク シタ ジュウダンテキ ケントウ

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Abstract

<p>The play behaviors of 10 Japanese boys with autism spectrum disorders (ASD) and without intellectual disability or language delay and 10 children with typical development (TD) were observed across three sessions with intervals of approximately six months beginning at age 2;6 to 3;6. The study obtained three indices, namely, (a) frequency and repertoire of symbolic play, (b) frequency and repertoire of play themes, and (c) sequential organization of play. Analyses using a generalized linear mixed model with chronological age (CA) as a covariate displayed significant interactions between CA and the group for the repertoire of symbolic play and sequential organization of play. The repertoire of symbolic play and sequential organization of play were found to remain constant with the increase in the age of children with ASD, whereas these indices increased with the increase in age of children with TD. The results demonstrated that children with ASD and without intellectual disability or language delay gradually exhibited qualitative differences from children with TD in terms of symbolic play behaviors.</p>

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