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 language | English |
|---|---|
| Title of host publication | Comprehensive guide to autism |
| Editors | Vinood B. PATEL, Victor R. PREEDY, Colin R. MARTIN |
| Place of Publication | New York |
| Publisher | Springer |
| Pages | 551-567 |
| ISBN (Electronic) | 9781461447887 |
| ISBN (Print) | 9781461447870 |
| DOIs | |
| Publication status | Published - 2014 |
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