Games & Learning: A Short Literature Review on Games and Autism @ NoRerolls

I have a new post up at NoRerolls.  Here’e a little preview of what you can expect if you pop over and read it:  

Another Start to Another Irregular Series, Games & Learning will focus on both games and… wait for it… learning.  As a teacher, I think that games are fantastic tools for education and love exploring this topic.  

This instalment of Games & Learning consists of a short literature review on the use of tabletop and computer RPGs with children on the autistic spectrum. This was originally part of a larger article that I wrote.  This article will begin with a quick definition of terms, followed by a short literature review.  Cited sources are listed at the end of the article.  Now, onwards to defining our terms:  

In supporting autistic children, it’s a good idea to employ a number of activities and interventions aimed at promoting effective communication between autistic children and their typically developing peers. Facilitating and encouraging this engagement is important, as individuals on the autistic spectrum exhibit difficulties with social communication, imagination and interaction (Wing & Gould, 1979) and often would not seek out such interactions themselves (Kanner, 1943). The importance of social interaction and play between autistic children and their neurotypical peers has been highlighted in a number of published and widely cited works. Of these, several emphasise the benefits to the autistic child (Jordan, 2003; Hwang & Hughes, 2000), whilst others have specifically highlighted the benefits to the typically developing child (Jones, 2007; Ferraioli, et al., 2012).  The activity we’re going to look at just now is the use of tabletop board and roleplaying games.

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