A comparative review of early forms of object-directed play and parent-infant play in typical infants and young children with autism.
We still need the detailed play data Emma asked for, but newer papers now show how to collect it and what works.
01Research in Context
What this study did
Williams (2003) looked at every paper she could find on how babies and toddlers play with toys. She compared kids with autism to kids who were developing normally.
She wanted to know what play skills are missing and what we should teach first.
What they found
Kids with autism showed fewer early play steps like showing toys, pretending, or taking turns.
The review said we still lack long-term data to pick the best play goals for therapy.
How this fits with other research
Raulston et al. (2024) answered Emma’s call for better metrics. They spell out exactly how to count play moves and rate engagement in 10-second windows.
Bernard-Opitz et al. (2004) ran a head-to-head test and showed that a clear ABA play program beat a loose play group on attending and compliance.
Solomon et al. (2007) took the idea home: parents coached in DIR/Floortime play cut therapy cost and still moved a large share of toddlers to good developmental levels.
Why it matters
Emma’s paper is a map of what we still need to measure. Pair it with the newer tools: use frequency tallies for play acts and quick interval sheets for engagement. If you run a clinic, combine structured teaching with parent-led floor play. Track both and you will have the fine-grained data Emma asked for.
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02At a glance
03Original abstract
The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium.
Autism : the international journal of research and practice, 2003 · doi:10.1177/1362361303007004003