Play – More Than Just Fun for Children with Autism Spectrum Disorders

Play is more than just fun for children with autism spectrum disorders (ASDs). It’s a valuable pathway to teach and improve potential outcomes.

Studies have shown that when playtime partners a child with a parent, teacher or caregiver, these shared activities help the child to develop interpersonal and social roles. This can happen at all stages of development, from when an infant is reaching for a favorite toy dangled before them, or in a game of catch. In fact, proven and effective early intervention programs as well as other therapies for older children involve toys and play activities you would expect to see in any child’s natural environment.

Pediatrics magazine recently highlighted early intervention, explaining that teaching happens when a parent or therapist engages in emotionally rich, shared activities with a child with ASD using toys. Play interactions should be child-centered and reflect the child’s choices and preferred activities – and feature their favorite toys. This teaches developmental skills such as imitation, receptive and expressive communication, social and cognitive skills, constructive and symbolic play, and fine and gross motor development.

When parents see their child’s therapist or teacher using toys to “play” with their child, you can be sure there is important work happening. Parents can also support their child’s therapy through additional shared activities at home. When you stack or build with blocks, pretend to cook and stir, or talk on a toy phone with your child, you are helping your child develop functional play skills. Playing with dolls, talking to stuffed animals, and pretending helps your child learn symbolic and social skills. Ask your child’s therapist or teacher to recommend toys that fit your child’s needs, and how best to play at home. And be sure to share your successes with the teacher and therapist as your child adopts skills and masters more advanced ones.

Geraldine Dawson is Chief Science Officer of Autism Speaks and Research Professor in the Department of Psychiatry at University of North Carolina at Chapel Hill. She holds a Ph.D. in Developmental Psychology and Child Clinical Psychology from the University of Washington where she also earned her Bachelor’s of Science in Psychology. Ms Dawson completed a Postdoctoral fellowship at the Neuropsychiatric Institute, University of California, Los Angeles. She is a frequent presenter at research and medical conferences and is widely published in peer reviewed journals and publications.