Ideational Praxis, Play, and Playfulness: A Cross-Sectional Study of Autistic Children.

This study looked at how well autistic children can come up with ideas about how to use objects (called 'ideational praxis') and how this affects their play. Researchers compared 45 autistic children with 45 typically developing children aged 4-7 years. They found that autistic children had more difficulty both thinking of creative ways to use objects and with different aspects of play. The study suggests that helping autistic children develop better ideas about how to use objects might improve their play skills.

This cross-sectional study compared ideational praxis skills, play abilities, and playfulness between 45 autistic children and 45 typically developing children aged 4.5-7 years across Spain. Researchers used standardized assessments including the Test of Ideational Praxis (TIP) and Test of Playfulness (ToP). Results showed typically developing children significantly outperformed autistic children across all play dimensions (space management, material management, pretense-symbolism, participation) and overall playfulness. Multiple regression analyses revealed that ideational praxis skills significantly predicted play skills and playfulness in autistic children, suggesting that difficulties with ideation (generating ideas about object use) may underlie play challenges commonly observed in autism.

Assessment of ideational praxis skills should be considered when evaluating play difficulties in autistic children. Interventions targeting ideation and object affordance recognition may improve play outcomes. Occupational therapy approaches focusing on idea generation for object use could be beneficial for supporting play development in autism.

Cross-sectional design prevents causal conclusions. Relatively small sample size (45 per group). Study conducted only in Spain, limiting generalizability. No information provided about autism severity levels or other participant characteristics that might influence results.

Assessment of praxis skills is an essential aspect of understanding autistic children's development of play and playfulness. To assess the relationship and influence of ideational praxis skills on play skills and playfulness among autistic children. A cross-sectional study. Homes, schools, and early care centers across Spain.

Children ages 4 yr 6 mo to 6 yr 11 mo (45 typically developing [TP] and 45 with autism spectrum disorder [ASD]). Student's t tests were used to compare means between the two groups. Pearson's correlation and multiple linear regression were used to determine possible effects of ideational skills on play and playfulness. Scores for the TP group were significantly higher than those of the ASD group on all play dimensions-space management, t(88) = 4.58; material management, t(88) = 5.86; pretense-symbolism, t(88) = 8.12; and participation, t(88) = 7.31-and on the Test of Playfulness (ToP), t(88) = 10.18, and Test of Ideational Praxis (TIP), t(88) = 4.38 (all ps < .001).

Multiple linear regression revealed a statistically significant effect of TIP dimensions-space management, F(3, 41) = 4.83, p < .042; material management, F(3.41) = 8.49. p < .001; pretense-symbolism, F(3, 41) = 5.66. p < .002; and participation, F(3.41) = 7.81. p < .001-and on the ToP, F(3, 41) = 5.96. p < .002. Ideational praxis skills combined with diagnostic information significantly predicted play skills and playfulness, highlighting the influence of ideation on play. Plain-Language Summary: This article provides data supporting the influence of ideational praxis skills on the play skills and playfulness of autistic children. Understanding how ideational praxis skills affect the ability to recognize and act on object affordances might promote greater possibilities for play interactions among autistic children.