Background

Research on play for children with autism and severe learning difficulties (SLD) has been limited; instead, much of the research focuses on higher levels of play, such as symbolic play. Those studies that present details regarding functional play are focused on examining the extent of the play deficit and limited in depth with respect to the precision of the categories presented. Therefore, the current understanding, the tools available to support, plan and measure play are not sufficiently detailed or focused on children with autism and SLD.

Aims

The aim of the research was to analyse the functional play actions and establish precise functional play categories though direct observations of children aged 3–11 diagnosed with a combination of autism and SLD.

Methods

Free-play observations of children diagnosed with autism and SLD (N-27) were conducted in a natural play situation across three special schools in England.

Outcomes and Results

The results reveal four key areas of functional play: interacting with one object; interacting with two (or more) objects; interacting with self; and interacting with the environment. In addition, seven subcategories were established as additional components related to functional play.

Conclusions and implications

The results suggest that functional play for children with autism and SLD is far more complex than currently recognised. Through the depth and detail established, the categories provide greater understanding of the play characteristics and the most detailed account of the functional play characteristics for this group of children. The analysis provides sensitive measurement scales to support accuracy and precision when planning, supporting and measuring small increments of progress in play.

中文翻译：

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我们不这样玩，我们这样玩：自闭症和学习困难儿童的功能性游戏行为。

背景

对于自闭症和严重学习困难儿童的游戏研究很有限。取而代之的是，许多研究都集中在更高水平的游戏上，例如象征性游戏。那些提供有关功能性游戏细节的研究的重点是检查游戏缺陷的程度，并且在呈现的类别的准确性方面深度有限。因此，目前的理解，支持，计划和评估游戏的工具还不够详细，或者只针对自闭症和SLD儿童。

目的

该研究的目的是通过直接观察诊断为自闭症和SLD的3-11岁儿童，分析功能性游戏行为并建立精确的功能性游戏类别。

方法

在英格兰的三所特殊学校中，在自然游戏状态下对被诊断患有自闭症和SLD（N-27）的儿童进行了免费游戏观察。

结果与结果

结果揭示了功能发挥的四个关键领域：与一个对象进行交互；以及与一个对象进行交互。与两个（或多个）对象进行交互；与自我互动；并与环境互动。此外，建立了七个子类别，作为与功能玩法相关的其他组件。

结论与启示

结果表明，自闭症和SLD儿童的游戏功能比目前公认的要复杂得多。通过所建立的深度和细节，这些类别可以更好地理解游戏特征，并最详细地说明该组儿童的游戏功能。该分析提供了灵敏的测量标尺，以在计划，支持和测量比赛中的小增量进步时支持准确性和准确性。