Pamela J. Wolfberg: Play and Imagination in Children with Autism (2nd ed.)

Abstract

In the words of Wolfberg herself, ‘‘Paucity of play is a distinct characteristic of autism, one not easily disentangled from social, cognitive, and effective aspects of the disorder’’. In many ways Play & Imagination in Children with Autism, Second Edition, by Pamela J. Wolfberg, is an interesting book. It focuses on merging theory and practice through the use of the integrated play group model. ‘‘Integrated Play Groups’’ model is a method of teaching play skills to autistic children. Wolfberg bases her insights on personal studies she conducted over a period of time. Children with autism tend to have difficulty coordinating play initiations without guidance. This model is designed to facilitate the development of play and social groups for children with autism. The pivotal role that play skills hold in the social and linguistic world of the child with autism has been very sensitively brought out through the pages of the book. The book based on an award winning research sheds new light on theory and practice, examining the complex problems children with autism face in social interaction, communication and imagination. This classic text remains a cornerstone of continued efforts to develop inclusive peer play programs for children on the autism spectrum. This second edition has been thoroughly revised to reflect the significant new developments that have transpired in the field of autism. Apart from the Integrated Play Groups (IPG) model the worthy additions in this new edition includes an updated description and examination of the nature of autism and play from past to present, and major updates on current trends, incidence, diagnosis, and characteristics; and a comprehensive review of play interventions. The descriptions of the steps involved are so precise and easy to follow. The resources provided are so rich and specific that one finds it easy to implement the IPG model. The deviations and contrast in play as witnessed in typical development and that of children with autism find predominance in the chapters of the book. Wolfberg beautifully lays out the importance of social and peer play in the lives of all children, and clearly and comprehensively describes the means to foster the development of social communication and play for children with autism. She stresses that the play environment influences the play group as well. The book also details the impact of peer play intervention strategies that has led to remarkable transformations in the children’s social relations with their peers. The role of adults as guides and facilitators while children are engaged in play activities with socially competent peers has been stressed. This then signifies the importance of the participation of adults during play. The guide observes and interprets play by paying close attention to the social and communicative aspects of play as well as play preferences thus helping the children with autism participate in increasingly social and involved play activities. Wolfberg recommends that consistent schedules and routines do enhance the advancement of play for all children. Thus early intervention coupled with adult intervention at an early age can also be one sure way to promote greater interest in play activities and play engagements with other children. Dr. Wolfberg has done a fine and sensitive job in spicing her research and laborious work with apt characterizations of three ‘extraordinary’ children through their journey from childhood. The rich case studies of Freddy, Jared and Teresa have undoubtedly become household names. The S. Christopher (&) Department of Rehabilitation Science, Holy Cross College, Tiruchirappalli 620 002, India e-mail: sheila627@gmail.com