Symbolic play in children with autism

Yan Grace LAM

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter first introduces the impairment in symbolic play among children with autism and discusses the nature of such deficits. The theoretical explanations of the symbolic deficits, namely, theory of mind (ToM) deficit, executive function deficit (EFD), and central coherence deficit, are described. Empirical evidence of these theoretical accounts is reviewed. Finally, future research direction in this field of study is presented. Copyright © 2014 Springer Science+Business Media New York.
Original languageEnglish
Title of host publicationComprehensive guide to autism
EditorsVinood B. PATEL, Victor R. PREEDY, Colin R. MARTIN
Place of PublicationNew York
PublisherSpringer
Pages551-567
ISBN (Electronic)9781461447887
ISBN (Print)9781461447870
DOIs
Publication statusPublished - 2014

Fingerprint

autism
deficit
field of study
new media
science
evidence

Citation

Lam, Y. G. (2014). Symbolic play in children with autism. In V. B. Patel, V. R. Preedy, & C. R. Martin (Eds.), Comprehensive guide to autism (pp. 551-567). New York: Springer.

Keywords

  • Executive function
  • Intellectual disability
  • Joint attention
  • Executive dysfunction
  • Performance deficit