Conceptual clarification of the playful engagement in social interaction of preschool-aged children with autism spectrum disorder (ASD)

ABSTRACT

Children with autism spectrum disorder (ASD) demonstrate limited playfulness. Their difficulty engaging in meaningful interaction with others renders playful engagement in social interactions a challenge. Although little direct evidence exists regarding the promotion of these children’s playful engagement, links can be established with many traits cited in play and social interaction studies. This paper presents the results of a conceptual clarification exercise regarding the key behaviours associated with the construct of playful engagement in preschool-aged children with ASD. Behaviours were identified based on hallmark deficits in early social interactions and play of children with ASD. The analysis revealed the following behaviours: positive affect, engagement, imitation, joint attention, initiation of social interaction, social responsiveness, flexibility, child’s laughter in funny situations and giving and reading non-verbal cues. In conclusion, a conceptually coherent stage has been set for exploring the literature regarding interventions to promote the playful engagement of preschool-aged children with ASD.

KEYWORDS:

• Autism spectrum disorders
• toddlers
• playfulness
• theory
• parent–child interaction
• playful engagement

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 M.Sc. Program in Experimental Medicine by the first author.