Interventions to promote the playful engagement in social interaction of preschool-aged children with autism spectrum disorder (ASD): a scoping study

ABSTRACT

Children with autism spectrum disorder (ASD) experience significant difficulties engaging in meaningful play. Although enabling their playful engagement in social interactions is an important objective, little is known about which interventions effectively promote it. The aim of this was study to conduct a scoping study to map the breadth and summarize the research evidence regarding interventions that promote the playful engagement of preschool-aged children with ASD with adult play partners. Arksey and O’Malley’s (2005) methodological framework for scoping studies was used. Literature from January 2000–December 2015 was included. The results of this study revealed a considerable number and variety of strategies as well as intervention approaches that are coherent with the promotion of playful engagement. The conceptually based approach used allowed the integration of the literature from different perspectives. The results provide specific guidance to therapists and parents on strategies that may be embedded in their daily interactions with these children.

KEYWORDS:

• Autism spectrum disorders
• playfulness
• scoping study
• playful engagement
• social interaction
• early intervention

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Julie Godin erg. M.Sc. is an occupational Therapist in the CIUSSS de la Capitale Nationale (Quebec City, Canada) and a clinical instructor in the occupational therapy programme (Department of Rehabilitation) at Université Laval (Quebec City, Canada).

Andrew Freeman erg. Ph.D. is an Associate Professor in the Department of Rehabilitation at Université Laval (Quebec City, Canada) and a researcher in the Centre de recherche sur les soins et les services de première ligne de l'Université Laval (CERSSPL-UL).

Patty Rigby OT Reg (ON) Ph.D. is an Associate Professor in the Department of Occupational Science and Occupational Therapy and the Rehabilitation Sciences Institute at University of Toronto (Toronto, Canada).

ORCID

Julie Godin http://orcid.org/0000-0002-8345-8396

Additional information

Funding

This study was supported by the Consortium National de Recherche sur l’Intégration Sociale (CNRIS) and was conducted in partial fulfilment of the MSc Program in Experimental Medicine by the first author.