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The present research work attempted to develop a therapeutic module of play for children with autism. Four stages of play, viz., sensorimotor, constructive, functional, and pretend play were structured with suitable materials, following the rules of construction. Two groups (experimental and control) were formed with 10 children with autism in each. Each play stage was exposed to 10 children individually. A matched control group of 10 children were not provided the play sessions. Both the groups received the other regular management programme throughout the research. Pre and post scores of the dependent variables, viz., communication, socialization, cognition, and problem behaviour were measured. The result indicated the fact that all the stages of structured play offered significant gain in cognition, socialization, and communication of the children. Thus, it can be concluded that structured play, particularly, the present 'Play Module', can initiate breaking the glass shell of autism.
Keywords: Autism, Children, Play module
From Froebel (1782- 1852) to Canning (2011), the term 'play' has been used as a fundamental process for every interaction and connection the children make, a platform for exploration and experimentation with emotions, social interactions, new ideas, imagination and fantasy, where children juggle with reality by pretending that certain events actually happen. Play is creative, and through this medium the child expresses one's unique way and becomes more aware of oneself through interaction with the world around.
Autism, a pervasive developmental disorder, depicted as withdrawal and self absorbed nature, is characterized by the following traits:
1. Qualitative impairment in social interaction, which includes failure to use multiple non-verbal behaviors such as eye to eye gaze and facial expressions.
2. Qualitative impairment in communication including marked impairment in the encodingdecoding process which results in less ability to initiate or sustain a conversation with others, lack of spontaneous make-believe play, or social imitative play etc.
3. Restricted, repetitive, and stereotyped patterns of behaviors, interests, and activities.
This lack of social and emotional reciprocity in the children with autism forms a hurdle in their way of play, particularly in the EYFS (Early Years Foundation Stage) (Canning, 2011) which underpins practice with children from birth to five years through play. Their play with toys and other materials may become characterized by the following traits-less diverse and...