This post concludes my series on Play and the Child with Autism Spectrum Disorder. Today, I'm featuring two book excerpts taken from Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators by Roger Pierangelo and George Giuliani. This is the second of the two excerpts.
Stages: Play Skills with Toys
- "No interaction: the child shows no interest in touching or holding toys.
- Manipulative: explorative play: the child holds and gazes at toys; mouths, waves, shakes, or bangs toys; stacks blocks or bangs them together; lines up objects.
- Functional play: The child puts teacup to mouth, puts brush to hair, connects train sections and pushes train, arranges pieces of furniture in dollhouse, constructs a building with blocks.
- Symbolic/pretend play: the child pretends to do something or to be someone else with an intent that is representational, including role-playing (e.g., child makes hand move to mouth, signifying drinking from teacup; makes a puppet talk; uses a toy person or doll to represent self; uses block as a car accompanied by engine sounds."
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