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Symbolic Play in Children with Autism

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Comprehensive Guide to Autism

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.

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Authors and Affiliations

  1. Department of Psychological Studies, Hong Kong Institute of Education, 10 Lo Ping Road, Taipo, New Territories, Hong Kong

    Yan Grace Lam

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  1. Yan Grace Lam
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Correspondence to Yan Grace Lam .

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Editors and Affiliations

  1. Department of Biomedical Sciences, University of Westminster, Faculty of Science & Technology, London, United Kingdom

    Vinood B. Patel

  2. Nutritional Sciences Division and Genomics Centre, King's College London, London, United Kingdom

    Victor R. Preedy

  3. Faculty of Society and Health, Buckinghamshire New University, Middlesex, United Kingdom

    Colin R. Martin

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Lam, Y.G. (2014). Symbolic Play in Children with Autism. In: Patel, V., Preedy, V., Martin, C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4788-7_26

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  • DOI: https://doi.org/10.1007/978-1-4614-4788-7_26

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-4787-0

  • Online ISBN: 978-1-4614-4788-7

  • eBook Packages: Behavioral Science

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