Play Development and Intervention in Autism Spectrum Disorder

Play is fundamental in early development and well-being, offering a scaffold for cognitive, social and motor skills. In autism spectrum disorder (ASD), variations in play are often framed in terms of deficits relative to neurotypical norms, yet contemporary research emphasises difference rather than deficiency. Children and adults on the spectrum display distinctive patterns in pretend and symbolic play, including delays in object substitution, imaginative role-play and the capacity for joint imaginative scenarios. Sensory responsiveness exerts a powerful influence on play emergence, with hyporesponsiveness contributing to reduced spontaneous pretend play. The socio-material context of play—how objects mediate interaction—has emerged as an instructive lens, revealing ways in which materials can foster joint attention and communicative exchanges. Parent-mediated and peer-mediated interventions, alongside occupational therapy approaches that incorporate playfulness coaching, have demonstrated benefits in enhancing intrinsic motivation, facilitating social imitation and promoting flexibility in play themes. Inclusive playground design and culturally sensitive practices further underscore the real-world impact of play-based interventions. Early identification of play atypicalities offers a window for timely support, while recognition of autistic play preferences aligns with neurodiversity principles and promotes well-being across the lifespan.

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Play Development and Intervention in Autism Spectrum Disorder publication trend

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Technical terms

Pretend play: A form of play in which children assign new functions or meanings to objects or roles, critical for symbolic thinking.

Symbolic play: Play involving representation of objects, actions or ideas beyond their literal form, often emerging around two years of age.

Sensory hyporesponsiveness: Reduced or delayed response to sensory stimuli, which can impede engagement in exploratory or pretend play.

Flow: A state of intense, focused engagement and enjoyment during an activity, indicative of intrinsic motivation in play.

Socio-material perspective: An approach emphasising the role of objects and materials as mediators in social interactions and developmental processes.

References

1. Diversity in Autistic Play: Autistic Adults' Experiences. Autism in Adulthood (2024).
2. Does a high threshold of sensory responsiveness affect the development of pretend play in children on the autism spectrum?. Journal of Neurodevelopmental Disorders (2024).
3. Symbolic Play among Children with Autism Spectrum Disorder: A Scoping Review. Children (2021).
4. Objects as Communicative Mediators in Children With Autism Spectrum Disorder. Frontiers in Psychology (2020).
5. Play, Playfulness, and Self‐Efficacy: Parental Experiences with Children on the Autism Spectrum. Occupational Therapy International (2018).
6. Play and play occupation: a survey of paediatric occupational therapy practice in Ireland. Irish Journal of Occupational Therapy (2018).
7. Why Can’t My Child Play Too? Current Challenges of Public Playgrounds for Children with Disabilities.. Education Sciences (2024).
8. Activities of Daily Living, Playfulness and Sensory Processing in Children with Autism Spectrum Disorder: A Spanish Study. Children (2021).