PLAY SKILLS AND DEVELOPMENTAL TRAJECTORY IN PRESCHOOL CHILDREN WITH MILD TO MODERATE AUTISM SPECTRUM DISORDERS

Abstract

Autism Spectrum Disorder (ASD) is characterized by decits in social interaction, impaired communication abilities, restricted and repetitive behaviors and reduced interest and engagement in social activities, all of which impact their developmental and play skills. The purpose of this study was to observe the play skills and developmental trajectory, as well as to explore their correlation, among children diagnosed with mild to moderate ASD. The play abilities of twenty preschool children, with ages ranging from 2 to 6 years, who have been diagnosed with mild to moderate Autism Spectrum Disorder, were assessed using the Knox Preschool Play scale. The assessment of developmental trajectory was conducted utilizing the Ages & Stages Questionnaire-III (ASQIII). The relationship between them was examined through the application of the Pearson correlation test. The play skills affected to moderate level scores ranging from -0.47 to 0.75 out of maximum score 2 and the developmental domains such as communication, ne motor skills, problem solving abilities & personal social development showed moderate to severe involvement scoring between 8.75 to 28.36 out of maximum score of 60 in each domain. Space and Material Management displayed a moderate level of impairment. There is a notable impairment in both participation and pretense/symbolic play. The impact on the development of personal social skills and problem-solving abilities was notable when compared to children with typical development. This suggests a deviation from the usual trajectory of overall development and play capabilities. Researchers have noted a moderate positive correlation between material management and the development of both ne motor skills and problem-solving ability. Participation has been observed to exhibit a similar correlation with ne motor skills. The signicance of executive functions, planning, and ne motor development in the development of play skills is emphasized by these ndings, suggesting the necessity of Occupational Therapy intervention for child development.