Research Article  |   September 2015
Developmental Dyspraxia and the Play Skills of Children With Autism
Stefanie C. Bodison
Author Affiliations
  • Stefanie C. Bodison, OTD, OTR/L, is Assistant Professor, Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles; bodison@usc.edu
Article Information
Autism/Autism Spectrum Disorder / Pediatric Evaluation and Intervention / Sensory Integration and Processing / Special Issue on Autism: Research Articles
Research Article   |   September 2015
Developmental Dyspraxia and the Play Skills of Children With Autism
American Journal of Occupational Therapy, September 2015, Vol. 69, 6905185060p1-6905185060p6. doi:10.5014/ajot.2015.017954
American Journal of Occupational Therapy, September 2015, Vol. 69, 6905185060p1-6905185060p6. doi:10.5014/ajot.2015.017954
Abstract

OBJECTIVE. This study sought to investigate the impact of developmental dyspraxia on the play skills of children with autism spectrum disorder (ASD).

METHOD. The praxis abilities of 32 children with ASD (mean age = 7.5 yr) were assessed using two subtests of the Sensory Integration and Praxis Tests and the Planning and Ideas domain of the Sensory Processing Measure Home Form. Play and leisure skills were measured with the Vineland Adaptive Behavior Scales, Second Edition. Utilizing correlation coefficients, we investigated the relationship between developmental dyspraxia and the play skills of children with ASD.

RESULTS. Children with ASD demonstrated definite dysfunction in imitative praxis abilities, the generation of ideas, and participation in age-appropriate play and leisure activities.

CONCLUSION. Praxis problems in children with ASD greatly affect their successful participation in play and leisure activities.