Date of Award
8-2021
Document Type
Campus Access Thesis
Degree Name
Master of Arts (MA)
Department
Clinical Psychology
First Advisor
Abbey Eisenhower
Second Advisor
Alice S. Carter
Third Advisor
Laurel Wainwright
Abstract
Young children with Autism Spectrum Disorder (ASD) exhibit deficits in spontaneous symbolic play compared to typically developing peers. A set of skills that emerges in typical development around the age of 18 -24 months, the symbolic play of boys and girls with ASD is characterized by being less frequent as well as having a less well-developed level of symbolic representation compared to peers of the same age without ASD, who in comparison engage in more frequent and complex representation of objects and people. Anecdotally, parents’ and teachers’ perceptions of how boys and girls with ASD perform on symbolic play are skewed towards the conclusion that a larger proportion of girls with ASD exhibit typical symbolic play and that they are rated as being more interested in pretend play compared to their male counterparts.
In the current study, the presence and spontaneity of symbolic play skills were examined among 551 children with the diagnosis of autism spectrum disorder (80.9% boys and 19.1% girls) from the larger ABCD Early Screening Project. The presence and absence of symbolic play as well as the spontaneity of symbolic play - was derived from ratings of children’s play observed during the administration of the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) at the time of their diagnosis. Boys and girls were similar in their age of diagnosis (mean age for boys = 27.6 months, mean age for girls 27.8 months). Expressive language and restrictive and repetitive behaviors (RRB) were each examined as a mediator of the relation between child sex and spontaneity of pretend play. A higher proportion of toddler-aged girls with ASD exhibited symbolic play than toddler-aged boys with ASD (67.6% of girls vs. 54.9% of boys). Likewise, among children who exhibited some symbolic play, spontaneity of play was more common in girls (67.6% of girls vs. 53.9% of boys). Expressive language and RRBs were not found to have significant indirect effects on these associations. As symbolic play has been shown to correlate with developmental functioning, this study has implications for interventions around symbolic play skills especially for boys with ASD.
Recommended Citation
Thammathorn, Looknoo Patcharapon, "Sex Differences in Symbolic Play of Toddlers with Autism Spectrum Disorder (ASD)" (2021). Graduate Masters Theses. 688.
https://scholarworks.umb.edu/masters_theses/688
Comments
Free and open access to this Campus Access Thesis is made available to the UMass Boston community by ScholarWorks at UMass Boston. Those not on campus and those without a UMass Boston campus username and password may gain access to this thesis through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan. If you have a UMass Boston campus username and password and would like to download this work from off-campus, click on the "Off-Campus UMass Boston Users" link above.