Autism, play, and language output

This thesis explores the role of play in the language development of children with autism spectrum disorders. Seven elementary-school aged children with autism spectrum disorders were observed in unsupported play sessions with unfamiliar typically developing children in which ball play, constructive play and sociodramatic play occurred, both before and after participation in an Integrated Play Groups intervention. Preliminary support was found for the hypothesis that children with autism produce higher rates of language output in the context of sociodramatic play when compared to the context of ball play. In some conditions, preliminary support was also found for children with autism producing higher rates of language output after having participated in an Integrated Play Groups intervention.