A Review of Research into Pretend Play in Autism

Jarrold, Christopher

doi:10.1177/1362361303007004004

Cited by 164 publications

(117 citation statements)

References 42 publications

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“…Another typical characteristic of children with autism is a decreased incidence of symbolic and pretend play (Baron-Cohen, 1987), especially in spontaneous and open play scenarios (Jarrold, Boucher, & Smith, 1996). While there is not a clear difference between symbolic and functional play, and when researchers explicitly elicit pretend play, less of a difference is seen between children with autism and children with typical development (Jarrold, 2003), this pattern may still affect how children with autism interact with robots in play scenarios.…”

Section: Background and Related Workmentioning

confidence: 99%

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Short¹,

Deng²,

Feil-Seifer³

et al. 2017

Journal of Human-Robot Interaction

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Socially assistive robotics (SAR) has increasingly been shown to have potential as a tool for social skills therapy for children with autism, a developmental disorder associated with atypical social development. This work presents the results of a study of robot agency on child-robot interactions involving children with autism. We describe the development of a SAR interaction scenario with both agent-like and object-like robot behaviors and present the results of a pilot study of six children with autism interacting with a humanoid robot with the full controller, as well as three types of control: a non-humanoid "box" robot with similar behavior (reduced morphological agency), a humanoid robot with random behavior (reduced behavioral agency), and a robotic toy (reduced morphological and behavioral agency). We find that the children can be divided into two groups depending on their reaction to the robot; for some children, the robot was an engaging object that elicited social behavior by providing novel and appealing sensory experiences (primarily bubbleblowing), while for other children, the robot was an agent and elicited social behavior through agentlike actions such as autonomous movement. We found that the first group had small differences between robot conditions and vocalized most with the bubble-blowing toy, while the second group vocalized most with the humanoid robots and looked less at the humanoid portion of the robot with reduced behavioral agency.

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Section: Background and Related Workmentioning

confidence: 99%

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Short¹,

Deng²,

Feil-Seifer³

et al. 2017

Journal of Human-Robot Interaction

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“…For example, the fact that children with ASD show impoverished spontaneous pretend play (Jarrold, 2003) may be taken as evidence of diminished imagination. Thus, given that people with ASD have impaired episodic memory and imagination, and given that amongst typical individuals episodic memory, imagination, and episodic future thinking are thought to rely on overlapping processes, it seems reasonable to predict that episodic future thinking will also be impaired in ASD.…”

Section: Introductionmentioning

confidence: 99%

Episodic memory and episodic future thinking in adults with autism.

Lind¹,

Bowler²

2010

Journal of Abnormal Psychology

192

165

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This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. The ability to remember past experiences (episodic memory) is thought to be related to the ability to imagine possible future experiences (episodic future thinking). Although previous research has established that individuals with autism spectrum disorder (ASD) have diminished episodic memory, episodic future thinking has not previously been investigated within this population. In the present study, high-functioning adults with ASD were compared to closely matched typical adults on a task requiring participants to report a series of events that happened to them in the past and a series of events that might happen to them in the future. For each event described, participants completed two modified "Memory Characteristics Questionnaire" (MCQ) items to assess self-reported phenomenal qualities associated with remembering and imagining, including selfperspective and degree of autonoetic awareness. Participants also completed letter, category, and ideational fluency tasks. Results indicated that participants with ASD recalled/imagined significantly fewer specific events than comparison participants, demonstrating impaired episodic memory and episodic future thinking. In line with this finding, participants with ASD were less likely than comparison participants to report taking a "field" (first-person) perspective, and more likely to report taking an "observer"(third-person) perspective, during retrieval of past events (but not during simulation of future events), highlighting that they were less likely to mentally re-experience past events from their own point of view. There were no group differences in self-reported levels of autonoetic awareness or fluency task performance.Episodic memory and episodic future thinking in autism 3 Keywords Autism spectrum disorder; autonoetic consciousness; episodic future thinking; episodic memory; imagination; prospection Episodic memory and episodic future thinking in autism 4

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“…Once he 'lands', he steps out of the machine and grabs different things in the environment, but gives them a different meaning, appropriate to the time and place he travelled to. This type of pretend play is notoriously difficult for autistic children [24]. However, the Time Machine introduces just enough structure for Yvan to do so cooperatively.…”

Section: Yvanmentioning

confidence: 99%

Participatory Evaluation with Autistic Children

Spiel

Malinverni

Good

et al. 2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

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Participatory Design (PD) has become a standard methodology in HCI, however, the evaluation of the outcomes of participatory processes is often exclusively driven by researcher defined measures of success. Through our work with autistic children, who have radically different life worlds from our own, it became evident that their criteria for the success of a project are most likely also very different. In order to address the limitations of researcher defined and led evaluations in this context, we developed an approach for participatory evaluation called PEACE (Participatory Evaluation with Autistic ChildrEn). Using this approach, we were able to include autistic children in dedicated evaluation phases through the co-definition of goals and methods, joint processes of data gathering and the co-interpretation of results. We discuss three case studies in which we successfully applied our approach and conclude with a reflection on the novel insights created through participatory evaluation and researchers' roles in such a process.

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A Review of Research into Pretend Play in Autism

Cited by 164 publications

References 42 publications

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Episodic memory and episodic future thinking in adults with autism.

Participatory Evaluation with Autistic Children

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