Promoting the play of children with autism spectrum disorders: Contributions of teachers and caregivers

Abstract

 

Introduction:  The play engagement of children with Autism Spectrum Disorder (ASD) can be negatively impacted on by difficulties linked to their diagnosis; however factors present in their contexts can promote their engagement in play. Teachers and caregivers, significant role players in the contexts of children, are well positioned to promote their engagement.in play.

Research design: This paper reports the findings of a qualitative descriptive study which implored semi-structured interviews to explore and describe the ways in which three teachers and two caregivers supported the play engagement of children with ASD.

Findings: The theme Acknowledging, accommodating and adapting describes the multiple ways in which caregivers and teachers supported the play engagement of the children with ASD. The multiple wasy in which they promoted the children's engagement in play are unpacked in the following categories: creating and affording opportunities for the child to direct their own play; recognising, caring for, and making preferred play materials available, and purposeful pairing with specific playmates.

Discussion: Caregivers and teachers of children with ASD have instinctive experiential knowledge of the play interests and the ways in which children with ``````ASD play.  `They skilfully draw on this knowledge to implement an array of strategies to promote the play of children with `ASD.

Conclusion: Given their instrumental role in supporting the play of children with `````ASD, occupational therapists should be encouraged to continue to partner with and learn from caregives and teachers of these children.  This will align with collaborative practice and enhance the development and implementation of relevant and sustained interventions focused on the occupation of play in children with ASD.