The symbolic game in speech-language intervention with children with autistic spectrum disorder

Abstract

Objective: To verify the proposal of the symbolic game in speech-language intervention with children diagnosed with Autistic Spectrum Disorder. Methodology: Case study with qualitative approach. It was performed at two philanthropic institutions in a capital of a Northeastern state, with speech pathologists working with autistic children. Speech-language pathologists, referred as F1, F2, F3, F4 and F5, answered a structured interview with thirteen questions. The interviews obtained, in average, duration of 30 minutes, and carried out in the work environment of the professional. Participants’ responses were analyzed and described according to content analysis. Results: Professionals, four females and one male, have between two and nine years of service, only two have autism related training and two reported attending a demand of more than twenty children per week. Most of the professionals work in a general way, and there is no search for autism-related training. Regarding stimulation of symbolic play, only three reported that it occurs from the beginning of therapy. They reported advances related to the behavior of children, and justified that such advances are also reported by parents and other professionals. Conclusion: It was possible to observe variables that directly influence the stimulation of the symbolic game, related to the training, time of performance and exclusive hours for patient care. For some speech therapists working in the area, approaches that stimulate functional and adequate behaviors are necessary, considering the symbolic play as secondary to the cognitive and language development