“We’ve all come together”: A board game intervention for children and adults with autism and other developmental disabilities
ORCID
- Gray Atherton: 0000-0002-3954-9127
- Liam Cross: 0000-0002-5122-1650
Abstract
The authors discuss how board games offer individuals with autism (whooften struggle with social settings and require structured outlets for building relationships) an affordable, naturalistic, collaborative environmentthat is stimulating, engaging, and educational. Board games, they assert,provide opportunities to practice social skills, including cooperation andsocial deduction, essential skills for both neurotypical and atypical people.The authors include recommendations for introducing board games intospecial educational settings. K
Publication Date
2024-05-01
Publication Title
The American Journal of Play
Volume
16
Issue
1
ISSN
1938-0399
Embargo Period
9999-12-31
Keywords
analog games, autism, board games, developmental disabilities, interpretive phenomenological analysis, social cohesion, special education, theory of mind
Recommended Citation
Atherton, G., Dawson, E., & Cross, L. (2024) '“We’ve all come together”: A board game intervention for children and adults with autism and other developmental disabilities', The American Journal of Play, 16(1). Retrieved from https://pearl.plymouth.ac.uk/psy-research/734
