A Strengths-Based Understanding of the Play of Autistic Children

Play is a central feature of childhood and a fundamental right of all children. Currently, our understanding of autistic play is based on a deficit perspective, most often framed in comparison to neurotypical “norms” and assumptions where the views of the players themselves have been overlooked. In moving towards a strengths-based neuroaffirmative understanding of autistic play, this study consulted with 19 autistic children (aged 5-13 years) using a series of semi-structured interviews and a range of creative and participatory methods. Reflexive thematic analysis generated eight themes where children conceptualised play as involving: 1) toys and materials; 2) creativity and imagination; 3) social connection; 4) outdoors and nature; 5) sensory stimulation; 6) physical activity; 7) autonomy and agency and; 8) affective, inward dimensions. These findings challenge longstanding deficit-oriented assumptions that have persisted throughout the literature for decades and have implications for future programmes of research, theory and practice, in particular on the importance of providing and facilitating authentic play experiences for autistic children in education and care contexts.