Promoting the play of children with autism spectrum disorders: Contributions of teachers and caregivers

Abstract

INTRODUCTION: The play of children with autism spectrum disorder (ASD) can be negatively impacted on by difficulties linked to their diagnosis, however, people present in the children's contexts can positively influence their engagement in play. Teachers and caregivers, being significant role players participating in the contexts of children, are well positioned to promote the engagement of children in play. RESEARCH DESIGN: This paper reports the findings of a qualitative descriptive study which employed semi-structured interviews to explore and describe the ways in which three teachers and two caregivers supported the engagement of children with ASD in play FINDINGS: The theme, Acknowledging, Accommodating, and Adapting, describes how the caregivers and teachers supported the play of children with ASD. The multiple ways in which they promoted the children's engagement in play is unpacked in the following categories: creating and affording opportunities for the child to direct their own play; recognising, caring for, and making preferred play materials available, and purposeful pairing with specific playmates. DISCUSSION: Caregivers and teachers have experiential knowledge of the play interests and the ways in which children with ASD play. They skilfully draw on this knowledge to implement an array of strategies to promote the play of children with ASD. CONCLUSION: Given their instrumental role in supporting the play of children with ASD, occupational therapists should be encouraged to continue to partner with and learn from care-givers and teachers. This will align with collaborative practice and enhance the development and implementation of relevant and sustained interventions focused on the occupation of play in children with ASD.