This study examined predictors (autism spectrum disorder [ASD] symptoms; verbal ability, theory of mind [ToM]; interest in and familiarity with presented toys) of quantity of overall, and subtypes of observed spontaneous pretend play in typically-developing children. Participants were 31 children (ages 4 – 9; 21 male). Better ToM predicted more attribution of false properties to toys and more i...

Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive developments (equifinality), and pretend play is an epiphenomenon of other factors that drive development. Evidence from several domains is considered. For language, narrative, and emotion regulation, the re...

This study investigates spontaneous pretend play during a parent-child free play observation, and deferred imitation observed in an experimental setting in speaking and non-speaking children with autism in comparison to children with typical development. Both groups of children with autism showed a reduced level of deferred imitation compared to the typically developing group, but only the non-...

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play se...

BACKGROUND Delays and deficits in joint attention and symbolic play constitute two important developmental problems in young children with autism. These areas of deficit have been well studied in autism but have rarely been the focus of treatment efforts (see Kasari, Freeman, & Paparella, 2001). In this study, we examine the efficacy of targeted interventions of joint attention and symbolic pla...

Background. Xe issue of children’s role-playing game belongs to the category eternal in developmental psychology, since it strongly inYuences not only theory child development, but also practice preschool education, aZects interests family, and, most importantly, a large extent determines direction and quality child’s development age. However, we have seen numerous shi[s interest this topic as ...