Dépouillements

Editorial / Jill BOUCHER in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.339-346 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur ; Pamela WOLFBERG, Auteur Article en page(s) : p.339-346 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361303007004001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Editorial [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur ; Pamela WOLFBERG, Auteur . - p.339-346. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.339-346 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361303007004001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Social Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches / Rita JORDAN in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.347-360 Titre : Social Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches Type de document : Texte imprimé et/ou numérique Auteurs : Rita JORDAN, Auteur Article en page(s) : p.347-360 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article considers the nature of the presumed social play deficit in autistic spectrum disorders (ASDs). The nature of play and its typical development is outlined and discussed in relation to play development in ASDs. It is suggested that social play is a confluence of two strands of development that are affected in autism: social and emotional development, and the cognitive development of play. It is shown that social play develops in a transactional way and in ASDs initial social difficulties prevent the development of social interaction, with its role in eliciting and enriching spontaneous play. At the same time, cognitive and affective difficulties prevent the play of children with autism developing to the extent of attracting other children and being of a complexity from which social play might develop. This cycle of impoverished play opportunities for children with ASDs may be broken through direct teaching and there are encouraging models of teaching social play with some success. En ligne : http://dx.doi.org/10.1177/1362361303007004002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Social Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches [Texte imprimé et/ou numérique] / Rita JORDAN, Auteur . - p.347-360. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.347-360 Index. décimale : PER Périodiques Résumé : The article considers the nature of the presumed social play deficit in autistic spectrum disorders (ASDs). The nature of play and its typical development is outlined and discussed in relation to play development in ASDs. It is suggested that social play is a confluence of two strands of development that are affected in autism: social and emotional development, and the cognitive development of play. It is shown that social play develops in a transactional way and in ASDs initial social difficulties prevent the development of social interaction, with its role in eliciting and enriching spontaneous play. At the same time, cognitive and affective difficulties prevent the play of children with autism developing to the extent of attracting other children and being of a complexity from which social play might develop. This cycle of impoverished play opportunities for children with ASDs may be broken through direct teaching and there are encouraging models of teaching social play with some success. En ligne : http://dx.doi.org/10.1177/1362361303007004002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism / Emma WILLIAMS in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.361-374 Titre : A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emma WILLIAMS, Auteur Article en page(s) : p.361-374 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium. En ligne : http://dx.doi.org/10.1177/1362361303007004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism [Texte imprimé et/ou numérique] / Emma WILLIAMS, Auteur . - p.361-374. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.361-374 Index. décimale : PER Périodiques Résumé : The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium. En ligne : http://dx.doi.org/10.1177/1362361303007004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

A Review of Research into Pretend Play in Autism / Christopher JARROLD in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.379-390 Titre : A Review of Research into Pretend Play in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur Article en page(s) : p.379-390 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism is currently diagnosed, in part at least, on the basis of problems in imagination. The article reviews the empirical evidence of difficulties in pretend play in autism, and focuses in particular on individuals’ ability to engage in pretence in free play conditions, to produce pretence in more structured situations, and to make sense of pretend actions carried out by another person. These data suggest that individuals with autism have a marked difficulty in producing pretend play, but one that is reduced by providing substantial structure to the play situation or by testing comprehension of pretence. The implications of these findings for theories of pretend play in autism, in terms of an inability to conceive of non-literal situations, a difficulty in imposing a pretend usage on an object, or a failure to gain a benefit from engaging in pretend play, are discussed. En ligne : http://dx.doi.org/10.1177/1362361303007004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] A Review of Research into Pretend Play in Autism [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur . - p.379-390. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.379-390 Index. décimale : PER Périodiques Résumé : Autism is currently diagnosed, in part at least, on the basis of problems in imagination. The article reviews the empirical evidence of difficulties in pretend play in autism, and focuses in particular on individuals’ ability to engage in pretence in free play conditions, to produce pretence in more structured situations, and to make sense of pretend actions carried out by another person. These data suggest that individuals with autism have a marked difficulty in producing pretend play, but one that is reduced by providing substantial structure to the play situation or by testing comprehension of pretence. The implications of these findings for theories of pretend play in autism, in terms of an inability to conceive of non-literal situations, a difficulty in imposing a pretend usage on an object, or a failure to gain a benefit from engaging in pretend play, are discussed. En ligne : http://dx.doi.org/10.1177/1362361303007004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Play and Language in Children with Autism / Vicky LEWIS in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.391-399 Titre : Play and Language in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Vicky LEWIS, Auteur Article en page(s) : p.391-399 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is well established that the play and language skills of children with autism are impaired. The article considers the relation- ship between these developments in typically developing children and children with autism. First, the evidence for a relationship between these two areas in typically developing children is reviewed. Despite many methodological differences between studies, this evidence supports a relationship, with specific developments emerging first in play and subsequently in language. Second, evidence for a relationship between play and language in children with autism is reviewed. From published and some previously unpublished data it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. Finally, the implications of these findings are discussed and it is suggested that any relationship between play and language may be mediated by how children and their parents interact when they are playing. En ligne : http://dx.doi.org/10.1177/1362361303007004005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Play and Language in Children with Autism [Texte imprimé et/ou numérique] / Vicky LEWIS, Auteur . - p.391-399. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.391-399 Index. décimale : PER Périodiques Résumé : It is well established that the play and language skills of children with autism are impaired. The article considers the relation- ship between these developments in typically developing children and children with autism. First, the evidence for a relationship between these two areas in typically developing children is reviewed. Despite many methodological differences between studies, this evidence supports a relationship, with specific developments emerging first in play and subsequently in language. Second, evidence for a relationship between play and language in children with autism is reviewed. From published and some previously unpublished data it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. Finally, the implications of these findings are discussed and it is suggested that any relationship between play and language may be mediated by how children and their parents interact when they are playing. En ligne : http://dx.doi.org/10.1177/1362361303007004005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Behavioral Approaches to Promoting Play / Aubyn C. STAHMER in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.401-413 Titre : Behavioral Approaches to Promoting Play Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur ; Cynthia CARTER, Auteur Article en page(s) : p.401-413 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique. En ligne : http://dx.doi.org/10.1177/1362361303007004006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Behavioral Approaches to Promoting Play [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Brooke R. INGERSOLL, Auteur ; Cynthia CARTER, Auteur . - p.401-413. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.401-413 Index. décimale : PER Périodiques Résumé : A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique. En ligne : http://dx.doi.org/10.1177/1362361303007004006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Promoting Early Play / I. A. VAN BERCKELAER-ONNES in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.415-423 Titre : Promoting Early Play Type de document : Texte imprimé et/ou numérique Auteurs : I. A. VAN BERCKELAER-ONNES, Auteur Article en page(s) : p.415-423 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Early forms of play involving the exploration of objects is repetitive and limited in scope in children with autism, consistent with a weak drive towards central coherence. The importance is stressed of early manipulative and relational play for the development of meaningful perceptual representations and the subsequent development of functional and symbolic play. It is argued that intervention designed to promote these early forms of play is therefore of critical importance. A ‘toy-play’ intervention programme is described that was initially used in a research setting with 24 children with autism, using outcome measures and a 1 year follow-up assessment. The original intervention was successful. However, improvements in play were not maintained unless children continued to receive play support. A ‘play stimulation’ programme building on the toy-play programme is there- fore now carried out with children in small groups after completion of the one-to-one toy-play programme. En ligne : http://dx.doi.org/10.1177/1362361303007004007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Promoting Early Play [Texte imprimé et/ou numérique] / I. A. VAN BERCKELAER-ONNES, Auteur . - p.415-423. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.415-423 Index. décimale : PER Périodiques Résumé : Early forms of play involving the exploration of objects is repetitive and limited in scope in children with autism, consistent with a weak drive towards central coherence. The importance is stressed of early manipulative and relational play for the development of meaningful perceptual representations and the subsequent development of functional and symbolic play. It is argued that intervention designed to promote these early forms of play is therefore of critical importance. A ‘toy-play’ intervention programme is described that was initially used in a research setting with 24 children with autism, using outcome measures and a 1 year follow-up assessment. The original intervention was successful. However, improvements in play were not maintained unless children continued to receive play support. A ‘play stimulation’ programme building on the toy-play programme is there- fore now carried out with children in small groups after completion of the one-to-one toy-play programme. En ligne : http://dx.doi.org/10.1177/1362361303007004007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Climbing the Symbolic Ladder in the DIR Model Through Floor Time/Interactive Play / Serena WIEDER in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.425-435 Titre : Climbing the Symbolic Ladder in the DIR Model Through Floor Time/Interactive Play Type de document : Texte imprimé et/ou numérique Auteurs : Serena WIEDER, Auteur ; Stanley I. GREENSPAN, Auteur Article en page(s) : p.425-435 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The developmental, individual-difference, relationship-based model (DIR), a theoretical and applied framework for comprehensive intervention, examines the functional developmental capacities of children in the context of their unique biologically based processing profile and their family relationships and interactive patterns. As a functional approach, it uses the complex interactions between biology and experience to understand behavior and articulates the developmental capacities that provide the foundation for higher order symbolic thinking and relating. During spontaneous ‘floor time’ play sessions, adults follow the child’s lead utilizing affectively toned interactions through gestures and words to move the child up the symbolic ladder by first establishing a foundation of shared attention, engagement, simple and complex gestures, and problem solving to usher the child into the world of ideas and abstract thinking. This process is illustrated by a case example of a young boy on the autism spectrum interacting with his father during ‘floor time’ over a 3 year period. En ligne : http://dx.doi.org/10.1177/1362361303007004008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Climbing the Symbolic Ladder in the DIR Model Through Floor Time/Interactive Play [Texte imprimé et/ou numérique] / Serena WIEDER, Auteur ; Stanley I. GREENSPAN, Auteur . - p.425-435. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.425-435 Index. décimale : PER Périodiques Résumé : The developmental, individual-difference, relationship-based model (DIR), a theoretical and applied framework for comprehensive intervention, examines the functional developmental capacities of children in the context of their unique biologically based processing profile and their family relationships and interactive patterns. As a functional approach, it uses the complex interactions between biology and experience to understand behavior and articulates the developmental capacities that provide the foundation for higher order symbolic thinking and relating. During spontaneous ‘floor time’ play sessions, adults follow the child’s lead utilizing affectively toned interactions through gestures and words to move the child up the symbolic ladder by first establishing a foundation of shared attention, engagement, simple and complex gestures, and problem solving to usher the child into the world of ideas and abstract thinking. This process is illustrated by a case example of a young boy on the autism spectrum interacting with his father during ‘floor time’ over a 3 year period. En ligne : http://dx.doi.org/10.1177/1362361303007004008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan / Tsung-Ren YANG in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.437-453 Titre : Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Tsung-Ren YANG, Auteur ; Pamela J. WOLFBERG, Auteur ; Shu-Chin WU, Auteur ; Pey-Yun HWU, Auteur Article en page(s) : p.437-453 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article focuses on integrated play groups (IPGs) as a model to support children with ASD in play with typically developing peers/siblings, and its recent adoption with children in a home and school setting in Taiwan. The first part provides a brief overview of the IPG model and its essential features. The second part reports on a pilot investigation that combined quantitative and qualitative methods to examine the effects of participation in IPGs on the symbolic and social play of two early elementary-aged children with autism. Preliminary findings suggest that each child made notable gains in reciprocal social interaction and symbolic/pretend play while participating in play groups. Implications are discussed in terms of play’s role in enhancing socialization, imagination and peer cultural inclusion. En ligne : http://dx.doi.org/10.1177/1362361303007004009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan [Texte imprimé et/ou numérique] / Tsung-Ren YANG, Auteur ; Pamela J. WOLFBERG, Auteur ; Shu-Chin WU, Auteur ; Pey-Yun HWU, Auteur . - p.437-453. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.437-453 Index. décimale : PER Périodiques Résumé : The article focuses on integrated play groups (IPGs) as a model to support children with ASD in play with typically developing peers/siblings, and its recent adoption with children in a home and school setting in Taiwan. The first part provides a brief overview of the IPG model and its essential features. The second part reports on a pilot investigation that combined quantitative and qualitative methods to examine the effects of participation in IPGs on the symbolic and social play of two early elementary-aged children with autism. Preliminary findings suggest that each child made notable gains in reciprocal social interaction and symbolic/pretend play while participating in play groups. Implications are discussed in terms of play’s role in enhancing socialization, imagination and peer cultural inclusion. En ligne : http://dx.doi.org/10.1177/1362361303007004009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Beyond Echoplaylia: Promoting Language in Children with Autism / Adriana L. SCHULER in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.455-469 Titre : Beyond Echoplaylia: Promoting Language in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Adriana L. SCHULER, Auteur Article en page(s) : p.455-469 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article was written to support the use of play as a medium to extend and enrich the communicative exchanges and, more specifically, the symbolic language of children on the autistic spectrum. The first argument in support of such use of play lies within the features of autistic communication, and particularly the extreme challenges encountered in imaginative play and narrative thought. The second argument on behalf of play lies within the selection of specific inter- vention strategies, which are discussed subsequently. Finally, the article presents a case illustration of how adult facilitated dramatic peer play led to a breakthrough in a range of symbolic behaviours in a 9-year- old girl with autism, who up to that point had not progressed beyond a semi-communicative use of echolalia, best described as ‘situation association’. En ligne : http://dx.doi.org/10.1177/1362361303007004010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Beyond Echoplaylia: Promoting Language in Children with Autism [Texte imprimé et/ou numérique] / Adriana L. SCHULER, Auteur . - p.455-469. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.455-469 Index. décimale : PER Périodiques Résumé : The article was written to support the use of play as a medium to extend and enrich the communicative exchanges and, more specifically, the symbolic language of children on the autistic spectrum. The first argument in support of such use of play lies within the features of autistic communication, and particularly the extreme challenges encountered in imaginative play and narrative thought. The second argument on behalf of play lies within the selection of specific inter- vention strategies, which are discussed subsequently. Finally, the article presents a case illustration of how adult facilitated dramatic peer play led to a breakthrough in a range of symbolic behaviours in a 9-year- old girl with autism, who up to that point had not progressed beyond a semi-communicative use of echolalia, best described as ‘situation association’. En ligne : http://dx.doi.org/10.1177/1362361303007004010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Reflections on Play: Recollections from a Mother and her Son with Asperger Syndrome / Julie DONNELLY in Autism, 7-4 (December 2003)  

Public ISBD [article]  inAutism > 7-4 (December 2003) . - p.471-476 Titre : Reflections on Play: Recollections from a Mother and her Son with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Julie DONNELLY, Auteur ; Jean-Paul BOVEE, Auteur Article en page(s) : p.471-476 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is a personal account of the play behaviors of an individual who has autism as remembered by himself and his mother. Jean-Paul Bovee explains the activities that were enjoyable for him and which were his play, although they were unusual and may not fit the typical definition of play. His mother, Dr Julie A. Donnelly, tells of her attempts to involve Jean-Paul in typical play and how important play is as a bridge to social skills and involvement with peers. Jean-Paul concludes that his play is a part of the unique individual he has become. En ligne : http://dx.doi.org/10.1177/1362361303007004011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] Reflections on Play: Recollections from a Mother and her Son with Asperger Syndrome [Texte imprimé et/ou numérique] / Julie DONNELLY, Auteur ; Jean-Paul BOVEE, Auteur . - p.471-476. Langues : Anglais (eng) in Autism > 7-4 (December 2003) . - p.471-476 Index. décimale : PER Périodiques Résumé : This is a personal account of the play behaviors of an individual who has autism as remembered by himself and his mother. Jean-Paul Bovee explains the activities that were enjoyable for him and which were his play, although they were unusual and may not fit the typical definition of play. His mother, Dr Julie A. Donnelly, tells of her attempts to involve Jean-Paul in typical play and how important play is as a bridge to social skills and involvement with peers. Jean-Paul concludes that his play is a part of the unique individual he has become. En ligne : http://dx.doi.org/10.1177/1362361303007004011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210