Interventions to promote the playful engagement in social interaction of preschool-aged children with autism spectrum disorder (ASD): a scoping study

Abstract

Children with autism spectrum disorder (ASD) experience significant difficulties engaging in meaningful play. Although enabling their playful engagement in social interactions is an important objective, little is known about which interventions effectively promote it. The aim of this was study to conduct a scoping study to map the breadth and summarize the research evidence regarding interventions that promote the playful engagement of preschool-aged children with ASD with adult play partners. Arksey and O’Malley’s (2005) methodological framework for scoping studies was used. Literature from January 2000–December 2015 was included. The results of this study revealed a considerable number and variety of strategies as well as intervention approaches that are coherent with the promotion of playful engagement. The conceptually based approach used allowed the integration of the literature from different perspectives. The results provide specific guidance to therapists and parents on strategies that may be embedded in their daily interactions with these children.