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

Autor:	Serrada-Tejeda S; Sergio Serrada-Tejeda, PhD, is Professor and Occupational Therapist, Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Rey Juan Carlos University, Madrid, Spain; sergio.tejeda@urjc.es., May-Benson TA; Teresa A. May-Benson, ScD, OTR/L, FAOTA, is Occupational Therapist, TMB Education, Norristown, PA., Bundy A; Anita Bundy, PhD, OTR/L, FAOTA, is Chairperson, Department of Occupational Therapy, Colorado State University, Fort Collins., Santos-Del-Riego SE; Sergio E. Santos-Del-Riego, PhD, is Professor, Department of Physiotherapy, Medicine and Biomedical Sciences, Faculty of Health Sciences, and Member, Health Integration and Promotion Research Unit (INTEGRA SAÚDE), Faculty of Health Sciences, Universidad de A Coruña, A Coruña, Spain., Rodríguez-Pérez MP; M. Pilar Rodríguez-Pérez, PhD, is Professor and Occupational Therapist, Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Rey Juan Carlos University, Madrid, Spain., Pérez-de-Heredia-Torres M; Marta Pérez-de-Heredia-Torres, PhD, is Professor and Occupational Therapist, Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Faculty of Health Sciences, Rey Juan Carlos University, Madrid, Spain.
Jazyk:	angličtina
Zdroj:	The American journal of occupational therapy : official publication of the American Occupational Therapy Association [Am J Occup Ther] 2024 Jul 01; Vol. 78 (4).
DOI:	10.5014/ajot.2024.050397
Abstrakt:	Importance: Assessment of praxis skills is an essential aspect of understanding autistic children's development of play and playfulness. Objective: To assess the relationship and influence of ideational praxis skills on play skills and playfulness among autistic children. Design: A cross-sectional study. Settings: Homes, schools, and early care centers across Spain. Participants: Children ages 4 yr 6 mo to 6 yr 11 mo (45 typically developing [TP] and 45 with autism spectrum disorder [ASD]). Outcomes and Measures: 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. Results: 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. Conclusions and Relevance: 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. (Copyright © 2024 by the American Occupational Therapy Association, Inc.)
Databáze:	MEDLINE
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