Case Western Reserve University, Cleveland, OH, USA.
Department of Psychological Sciences, Case Western Reserve University, 11220 Bellflower Road, Mather Memorial Building, Rm 109, Cleveland, OH, 44106-7123, USA.
J Autism Dev Disord. 2021 Feb;51(2):576-588. doi: 10.1007/s10803-020-04547-8.
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder marked by socio-emotional deficits, and difficulties with pretend play skills. Play skills are related to processes of adaptive functioning and emotion understanding. The present pilot study implemented an in-person pretend play intervention to school-aged children (ages 6 to 9 years, intervention group = 18, control group = 7) diagnosed with high-functioning ASD (HF-ASD), to increase children's cognitive and affective play skills, and emotional understanding abilities. The intervention consisted of 5 weekly sessions, 15-20 minutes each. The intervention group significantly increased in imagination and cognitive play skills, which generalized to increased skills in emotional understanding. Findings demonstrate the positive impact of a short, easily facilitated, accessible play intervention for school-aged children with HF-ASD.
自闭症谱系障碍（ASD）是一种神经发育障碍，其特征是社交情感缺陷，以及假装游戏技能方面的困难。游戏技能与适应功能和情绪理解过程有关。本初步研究对被诊断为高功能自闭症（HF-ASD）的学龄儿童（6 至 9 岁，干预组=18，对照组=7）实施了面对面的假装游戏干预，以提高儿童的认知和情感游戏技能以及情绪理解能力。该干预包括 5 周的每周会议，每次 15-20 分钟。干预组在想象力和认知游戏技能方面有显著提高，这也转化为情绪理解技能的提高。研究结果表明，对于患有 HF-ASD 的学龄儿童来说，这种短期、易于实施、可及的游戏干预具有积极影响。
