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Symbolic Play in Children with Autism Spectrum Disorder

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Abstract

The relationship between symbolic play and other domains, such as degree of autistic symptomatology, nonverbal cognitive ability, receptive language, expressive language, and social development, was investigated. The assessment files of 101 children with Autism Spectrum Disorder were studied. Nonverbal cognitive ability and expressive language were both significantly and uniquely related to symbolic play, although receptive language was not. Autistic symptomatology ceased to be significantly related to symbolic play when controlling for two or more other variables. Social development was related to symbolic play in those children with high nonverbal cognitive ability but not those with low nonverbal cognitive ability. The diagnostic and treatment implications of these results are discussed.

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Acknowledgment

This paper is based on Gillian Stanley’s master’s thesis. This project was supported in part by grants from the Social Sciences and Humanities Research Council and the Natural Science and Engineering Research Council. Many thanks to Dr. Soula Homatidis for her meticulous attention to detail in the data gathering phase and to the many parents and children who participated in the data collection process.

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Authors and Affiliations

  1. Department of Psychology, University of Guelph, Guelph, ON, Canada, N1G 2W1

    Gillian C. Stanley & M. Mary Konstantareas

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  1. Gillian C. Stanley
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  2. M. Mary Konstantareas
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Correspondence to Gillian C. Stanley.

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Stanley, G.C., Konstantareas, M.M. Symbolic Play in Children with Autism Spectrum Disorder. J Autism Dev Disord 37, 1215–1223 (2007). https://doi.org/10.1007/s10803-006-0263-2

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