The Importance of Play
Often people don't realize how many different skills young children learn through imaginative play. Play is seen as a break from learning. However, when imaginative play is used as an instructional tool, children can improve their communication skills, their social skills, and they can potentially decrease behavioral difficulties they may be demonstrating. Children with autism have difficulty with imaginary play, so providing them with support in this area is very important. Below are links to several resources about the relevance of imaginative play and different models for supporting imaginative play for children with autism.
Autism Institute on Peer Socialization and Play
The Autism Institute on peer socialization and play focuses on training, research, and global outreach efforts to establish peer socialization programs following the integrated play groups (IPG) model. The IPG model strives to improve a child's ability to play with typical peers in play experiences. The hope is that developmental potential and intrinsic motivation will be maximized through these experiences. The IPG model is designed for professionals that would like to be certified in the IPG method.
Including Children with Autism in Social and Imaginary Play with Typical Peers
This is an article focusing on the use of integrated play groups, which is a research-based intervention that helps children learn to play with typical peers in regular social settings. This is a resource that will be beneficial to professionals working with children on the autism spectrum as well as students studying autism spectrum disorders for an advanced degree.
Imaginative Play Therapy for Autism
In this article an intervention method using a video model of a child playing with toys is shown to a child with autism. After the video the child is then directed to a table containing the same toys. The goal behind the intervention is to get the child to first engage in play by imitating the actions and words of the child in the video. The hope is then that the child will find ways to expand the play. This is a great article for any parent, teacher, or individual working with a child on the autism spectrum to gain an understanding of how a play therapy intervention can help a child learn to play.
The Greenspan Floortime Approach
The Greenspan Floortime Approach is a system designed to meets children where they are and build upon the strengths and abilities they already have through interacting with others. In Floortime, you use the time with the child to draw the child to connect with you by using his/her interests so you can challenge him/her to be creative and curious. Floortime becomes a back and forth exchange where you are exploring the child's ideas interests and ideas and helping him/her grow. Floortime can be used by professionals or by parents, and training and information for both is available on the website.
Autism Institute on Peer Socialization and Play
The Autism Institute on peer socialization and play focuses on training, research, and global outreach efforts to establish peer socialization programs following the integrated play groups (IPG) model. The IPG model strives to improve a child's ability to play with typical peers in play experiences. The hope is that developmental potential and intrinsic motivation will be maximized through these experiences. The IPG model is designed for professionals that would like to be certified in the IPG method.
Including Children with Autism in Social and Imaginary Play with Typical Peers
This is an article focusing on the use of integrated play groups, which is a research-based intervention that helps children learn to play with typical peers in regular social settings. This is a resource that will be beneficial to professionals working with children on the autism spectrum as well as students studying autism spectrum disorders for an advanced degree.
Imaginative Play Therapy for Autism
In this article an intervention method using a video model of a child playing with toys is shown to a child with autism. After the video the child is then directed to a table containing the same toys. The goal behind the intervention is to get the child to first engage in play by imitating the actions and words of the child in the video. The hope is then that the child will find ways to expand the play. This is a great article for any parent, teacher, or individual working with a child on the autism spectrum to gain an understanding of how a play therapy intervention can help a child learn to play.
The Greenspan Floortime Approach
The Greenspan Floortime Approach is a system designed to meets children where they are and build upon the strengths and abilities they already have through interacting with others. In Floortime, you use the time with the child to draw the child to connect with you by using his/her interests so you can challenge him/her to be creative and curious. Floortime becomes a back and forth exchange where you are exploring the child's ideas interests and ideas and helping him/her grow. Floortime can be used by professionals or by parents, and training and information for both is available on the website.