Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-24T03:09:05.087Z Has data issue: false hasContentIssue false

24 - Creative Play in Children with Neurodevelopmental Disorders

Assessment, Intervention, and Future Directions

from Part V - Special Populations

Published online by Cambridge University Press:  19 November 2021

By
Ellen A. Doernberg  and
Anastasia Dimitropoulos
Edited by
Sandra W. Russ ,
Jessica D. Hoffmann  and
James C. Kaufman
Sandra W. Russ
Affiliation:
Case Western Reserve University, Ohio
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

It is widely known that pretend play and creativity are essential developmental processes for typically developing children, but there has been little collective examination of the role of creative play in children with developmental disabilities. In this chapter, we review the importance of creativity for children with various developmental disabilities, with a specific focus on pretend play. Research over the past decade in disorders such as autism spectrum disorder (ASD), Down Syndrome (DS), cerebral palsy (CP), Prader-Willi Syndrome (PWS), and Williams Syndrome (WS) indicates that pretend play is a development skill area where many of these children show deficits, and these deficits may be impactful on their ability to develop appropriate social, emotional, cognitive, and behavioral skills associated with pretend play. Recent research also suggests that pretend play can be used as a means of intervention to improve the play skills and associated skills of socioemotional and cognitive-behavioral functioning in children with developmental disabilities. Future study should examine the use of increasingly accessible means of pretend play intervention, such as telehealth, and focus on how parent-training interventions can be utilized to effectively implement pretend play for children with developmental disabilities at an early age.

Keywords

developmental disabilitiespretend playparent traininginterventiontelehealthautism spectrum disorder (ASD)Down Syndrome (DS)cerebral palsy (CP)Prader-Willi Syndrome (PWS)Williams Syndrome (WS)
Type
Chapter
Information
The Cambridge Handbook of Lifespan Development of Creativity , pp. 512 - 529
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baron‐Cohen, S., Campbell, R., Karmiloff‐Smith, A., Grant, J., & Walker, J. (1995). Are children with autism blind to the mentalistic significance of the eyes?. British Journal of Developmental Psychology, 13(4), 379–398. doi:10.1111/j.2044-835x.1995.tb00687.xGoogle Scholar
Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities. Topics in Early Childhood Special Education, 28, 109–125. doi:10.1177/0271121408318799CrossRefGoogle Scholar
Barton, E. E., & Wolery, M. (2010). Training teachers to promote pretend play in children with disabilities. Exceptional Children, 77, 85–106. doi:10.1177/001440291007700104Google Scholar
Bentenuto, A., De Falco, S., & Venuti, P. (2016). Mother-child play: A comparison of autism spectrum disorder, Down syndrome, and typical development. Frontiers in Psychology, 7, 1829. doi:10.3389/fpsyg.2016.01829CrossRefGoogle ScholarPubMed
Cassidy, S. B. (1984). Prader-Willi syndrome. Current Problems in Pediatric and Adolescent Health Care, 14(1), 5–55. doi:10.1016/0045-9380(84)90043-4CrossRefGoogle ScholarPubMed
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcomes in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38, 265–285. doi:10.1080/136820310000104830CrossRefGoogle ScholarPubMed
Cox, N. S., Alison, J. A., Rasekaba, T., & Holland, A. E. (2012). Telehealth in cystic fibrosis: A systematic review. Journal of Telemedicine and Telecare, 18(2), 72–78. doi:10.1258/jtt.2011.110705Google Scholar
Cunningham, C. C., Glenn, S. M., Wilkinson, P., & Sloper, P. (1985). Mental ability, symbolic play and receptive and expressive language of young children with Down’s syndrome. Journal of Child Psychology & Psychiatry, 26(2), 255–265. doi:10.1111/j.1469-7610.1985.tb02264.xCrossRefGoogle ScholarPubMed
De Falco, S., Esposito, G., Venuti, P., & Bornstein, M. H. (2008). Fathers’ play with their Down syndrome children. Journal of Intellectual Disability Research, 52(6), 490–502. doi:10.1111/j.1365-2788.2008.01052.xGoogle Scholar
DiCarlo, C. F., & Reid, D. H. (2004). Increasing pretend toy play of toddlers with disabilities in an inclusive setting. Journal of Applied Behavior Analysis, 37(2), 197–207.CrossRefGoogle Scholar
Dimitropoulos, A., Ho, A., & Feldman, B. (2013). Social responsiveness and competence in Prader-Willi syndrome: Direct comparison to autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(1), 103–113. doi:10.1007/s10803–012-1547-3Google Scholar
Dimitropoulos, A., Zyga, O., Doernberg, E. A., & Russ, S. W. (2020). Show me what happens next: Preliminary efficacy of a remote play-based intervention for children with Prader-Willi syndrome. (Electronic publication).Google Scholar
Dimitropoulos, A., Zyga, O., & Russ, S. (2017). Evaluating the feasibility of a play-based telehealth intervention program for children with Prader-Willi syndrome. Journal of Autism and Developmental Disorders, 47(9), 2814–2825. doi:10.1007/s10803–017-3196-zGoogle Scholar
Doernberg, E. A., Dimitropoulos, A., & Russ, S. W. (2020). Believing in make-believe: Efficacy of a pretend play intervention for school-aged children with high-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders. doi:10.1007/s10803–020-04547-8CrossRefGoogle Scholar
dos Santos, D. M., Lucisano, R. V., & Pfeifer, L. I. (2019). An investigation of the quality of pretend play ability in children with cerebral palsy. Australian Occupational Therapy Journal, 66(2), 210–218. doi:10.1111/1440-1630.12539Google Scholar
Greenspan, S. I., & Wieder, S. (1997). Developmental patterns and outcomes on infants and children with disorders of relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. Journal of Developmental and Learning Disorders, 1, 87–141.Google Scholar
Harris, P. L. (2000). The work of the imagination. Oxford: Blackwell.Google Scholar
Hsieh, H. C. (2012). Effectiveness of adaptive pretend play on affective expression and imagination of children with cerebral palsy. Research in Developmental Disabilities, 33(6), 1975–1983. doi:10.1016/j.ridd.2012.05.013Google Scholar
Jennett, P. A., Hall, L. A., Hailey, D., Ohinmaa, A., Anderson, C., Thomas, R., … Scott, R. E. (2003). The socio-economic impact of telehealth: A systematic review. Journal of Telemedicine and Telecare, 9(6), 311–320. doi:10.1258/135763303771005207Google Scholar
Jones, W., Bellugi, U., Lai, Z., Chiles, M., Reilly, J., Lincoln, A., & Adolphs, R. (2000). II. Hypersociability in Williams syndrome. Journal of Cognitive Neuroscience, 12(Supplement), 30–46. doi:10.1258/135763303771005207CrossRefGoogle ScholarPubMed
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. doi:10.1111/j.1469-7610.2005.01567.xGoogle Scholar
Kasari, C., Gulsrud, A., Freeman, S., Paparella, T., & Hellemann, G. (2012). Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play. Journal of the American Academy of Child & Adolescent Psychiatry, 51(5), 487–495. doi:10.1016/j.jaac.2012.02.019Google Scholar
Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83(3), 554–563. doi:10.1037/a0039080CrossRefGoogle ScholarPubMed
Lee, G. T., Feng, H., Xu, S., & Jin, S. J. (2019). Increasing “object-substitution” symbolic play in young children with autism spectrum disorders. Behavior Modification, 43(1), 82–114. doi:10.1177/0145445517739276CrossRefGoogle ScholarPubMed
Lense, M., & Dykens, E. (2013). Musical learning in children and adults with Williams syndrome. Journal of Intellectual Disability Research, 57(9), 850–860. doi:10.1111/j.1365-2788.2012.01611.xGoogle Scholar
Libby, S., Powell, S., Messer, D., & Jordan, R. (1997). Imitation of pretend play acts by children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 27(4), 365–383. doi:10.1023/a:1025801304279Google Scholar
Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395–423. doi:10.1016/0163-6383(89)90023-4Google Scholar
Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247–267. doi:10.1177/105381510502700405Google Scholar
Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281–297. doi:10.1177/1053815111429465Google Scholar
Lovaas, O. I. (1981). Teaching developmentally disabled children. Baltimore, MD: University Park Press.Google Scholar
Ly, T. M., & Hodapp, R. M. (2005). Children with Prader-Willi syndrome vs. Williams syndrome: Indirect effects on parents during a jigsaw puzzle task. Journal of Intellectual Disability Research, 49(12), 929–939. doi:10.1111/j.1365-2788.2005.00782.xCrossRefGoogle ScholarPubMed
Malone, M. D. (1997). Preschoolers’ categorical and sequential toy play: Change over time. Journal of Early Intervention, 21, 45–61. doi:10.1177/105381519702100106Google Scholar
Mandell, D. S., Barry, C. L., Marcus, S. C., Xie, M., Shea, K., Mullan, K., & Epstein, A. J. (2016). Effects of autism spectrum disorder insurance mandates on the treated prevalence of autism spectrum disorder. JAMA Pediatrics, 170(9), 887. doi:10.1001/jamapediatrics.2016.1049Google Scholar
McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351–372. doi:10.1023/a:1020537805154CrossRefGoogle ScholarPubMed
McGeary, D. D., McGeary, C. A., & Gatchel, R. J. (2012). A comprehensive review of telehealth for pain management: Where we are and the way ahead. Pain Practice, 12(7), 570–577. doi:10.1111/j.1533-2500.2012.00534.xGoogle Scholar
Mercer, J. (2015). Examining DIR/Floortime as a treatment for children with autism spectrum disorders: A review of research and theory. Research on Social Work Practice, 27(5), 625–635. doi:10.1177/1049731515583062Google Scholar
Motti, F., Cicchetti, D., & Sroufe, L. A. (1983). From infant affect expression to symbolic play: The coherence of development in Down syndrome children. Child Development, 54(5), 1168–1175. doi:10.2307/1129672Google Scholar
O’Connor, C., & Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32(3), 1205–1211.Google Scholar
O’Toole, C., & Chiat, S. (2006). Symbolic functioning and language development in children with Down syndrome. International Journal of Language & Communication Disorders, 41(2), 155–171. doi:10.1080/13682820500221600Google Scholar
Papaeliou, C. F., Fryssira, H., Kodakos, A., Kaila, M., Benaveli, E., Michaelides, K., … Polemikos, N. (2011). Nonverbal communication, play, and language in Greek young children with Williams syndrome. Child Neuropsychology, 17(3), 225–241. doi:10.1080/09297049.2010.524151Google Scholar
Riguet, C. B., Taylor, N. D., Benaroya, S., & Klein, L. S. (1982). Symbolic play in autistic, Down’s, and normal children of equivalent mental age. Journal of Autism and Developmental Disorders, 11(4), 439–448. doi:10.1007/bf01531618Google Scholar
Russ, S. W., & Doernberg, E. (2018). Play and creativity. In Sternberg, R. J. & Kaufman, J. C. (Eds.), Cambridge handbook of creativity (pp. 607–622). New York: Cambridge University Press.Google Scholar
Russ, S. W., & American Psychological Association. (2014). Pretend play in childhood: Foundation of adult creativity (pp. 45–62). Washington, DC: American Psychological Association.Google Scholar
Sandbank, M., Bottema-Beutel, K., Crowley, S., Cassidy, M., Dunham, K., Feldman, J. I., … Woynaroski, T. G. (2019, Nov. 25). Project AIM: Autism intervention meta-analysis for studies 517 of young children. Psychological Bulletin, 146, 1–29. doi:10.1037/bul0000215Google Scholar
Shire, S. Y., Shih, W., Chang, Y. C., Bracaglia, S., Kodjoe, M., & Kasari, C. (2019). Sustained community implementation of JASPER intervention with toddlers with autism. Journal of Autism and Developmental Disorders, 49(5), 1863–1875. doi:10.1007/s10803–018-03875-0Google Scholar
Sigman, M., & Ruskin, E. (1999). Change and continuity in the social competence of children with autism, Down syndrome, and developmental delays [Monograph]. Society for Research in Child Development. London: Blackwell.Google Scholar
Sigman, M., Ruskin, E., Arbelle, S., Corona, R., Dissanayake, C., Espinosa, M., … Robinson, B. F. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, i–139.Google Scholar
Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2014). PLAY Project Home Consultation Intervention Program for young children with autism spectrum disorders: A randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 35(8), 475–485. doi:10.1097/dbp.0000000000000096Google Scholar
Strain, P. S. (1985). Social and non-social determinants of acceptability in handicapped preschool children. Topics in Early Childhood Special Education, 4(4), 47–58. doi:10.1177/027112148500400406CrossRefGoogle Scholar
Strømme, P., Bjømstad, P. G., & Ramstad, K. (2002). Prevalence estimation of Williams syndrome. Journal of Child Neurology, 17(4), 269–271. doi:10.1177/088307380201700406CrossRefGoogle ScholarPubMed
Thiemann-Bourque, K., Johnson, L. K., & Brady, N. C. (2019). Similarities in functional play and differences in symbolic play of children with autism spectrum disorder. American Journal on Intellectual and Developmental Disabilities, 124(1), 77–91. doi:10.1352/1944-7558-124.1.77Google Scholar
Ungerer, J., & Sigman, M. (1984). The relation of play and sensorimotor behavior to language in the second year. Child Development, 55, 1448–1455. doi:10.2307/1130014Google Scholar
Venuti, P., De Falco, S., Esposito, G., & Bornstein, M. H. (2009). Mother–child play: Children with Down syndrome and typical development. American Journal on Intellectual and Developmental Disabilities, 114(4), 274–288. doi:10.1352/1944-7558-114.4:274-288Google Scholar
Venuti, P., De Falco, S., Giusti, Z., & Bornstein, M. H. (2008). Play and emotional availability in young children with Down syndrome. Infant Mental Health Journal: Official Publication of The World Association for Infant Mental Health, 29(2), 133–152. doi:10.1002/imhj.20168Google Scholar
Vieillevoye, S., & Nader-Grosbois, N. (2008). Self-regulation during pretend play in children with intellectual disability and in normally developing children. Research in Developmental Disabilities, 29(3), 256–272.CrossRefGoogle ScholarPubMed
Wing, L., Gould, J., Yeates, S. R., & Brierley, L. M. (1977). Symbolic play in severely mentally retarded and in autistic children. Journal of Child Psychology and Psychiatry, 18(2), 167–178. doi:10.1111/j.1469-7610.1977.tb00426.xGoogle Scholar
Zyga, O., & Dimitropoulos, A. (2020). Preliminary characterization of parent–child interaction in pre-schoolers with Prader-Willi syndrome: The relationship between engagement and parental stress. American Journal on Intellectual and Developmental Disabilities, 125(1), 76–84.Google Scholar
Zyga, O., Russ, S. W., Ievers-Landis, C. E., & Dimitropoulos, A. (2015). Assessment of pretend play in Prader-Willi syndrome: A direct comparison to autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(4), 975–987. doi:10.1007/s10803–014-2252-1Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×