Play, Sports, and Free Time

Play and free-time activities aren't just fun -- they're also an important source of social, motor, and emotional development. In this chapter, we'll look at how play and sports can be supported for children with autism.

Differences in How Play Develops

As we touched on in Chapter 6, symbolic/pretend play (using a box as if it were a car, playing at feeding a doll) can be delayed or take a different form in children with autism. Instead, repetitive, object-focused play (lining up cars, spinning wheels) may be more dominant. This doesn't mean the play is "wrong." Therapists usually start from the child's current play preferences and gradually build more flexible, social play skills from there.

Sports and Physical Activity

Given the motor skills and the benefits of regular physical activity we discussed in Chapter 24, finding a sport that suits your child is a worthwhile investment. Because individual sports (swimming, cycling, athletics, some martial arts) involve fewer social/communication demands than team sports, they can be a more accessible starting point for many children with autism. Over time, as interest and skill grow, a move to team sports can also be considered.

Info Box

Swimming is a frequently recommended activity for children with autism, because it supports motor coordination and provides deep-pressure/water-resistance input that many children find calming. That said, water safety training (see summer safety resources) should be taught as a priority skill for every child with autism.

Screen Time: A Balanced Approach

Digital devices and screens are a strong source of interest and motivation for many children with autism, and these tools can be valuable for learning and communication (see Chapter 22, AAC apps). But excessive, unbalanced screen use can have negative effects on social interaction and sleep (see Chapter 30). Setting age-appropriate, clear, and consistent screen-time limits is the key to keeping things in balance.

Tip / Practical Suggestion

Rather than leaving free time completely unstructured, prepare a simple visual "activity menu" that offers a few options (choosing one of three or four choices, for example). This gives your child a sense of control and reduces the distress that comes from "not knowing what to do."