A view to the neuro-psychological patterns of explaining autismspectrum disorders from the perspective of capacities for playtherapy and play-based interventions designing

Some neuropsychological theories have been offered to explain Autism Spectrum Disorder (ASD), so the purpose of this article is to review and compare three theories: Weak Central Coherence (WCC), Lack of Theory of Mind (ToM) and deficit of Executive Functions (EFs) and strategies Suggested educational treatment related to each pattern is examined.

The present article was compiled using an analytical-comparative review of neuropsychological theories and their implications in the design of play therapy and play-based interventions for children with autism.

The review and analysis of the most common neuropsychological theories explaining the characteristics and problems of children with autism spectrum disorder shows that the WCC model is suitable for some functions of savant syndrome and high-functioning autistic children, such as early reading and confusion in abstraction and understanding. The principle of the subject and sensory reactions to the crowd provides a suitable explanation, and the ToM model explains the deficiencies of autistic children in explaining the deficiencies in communication and social cognition, the deficiencies in understanding metaphors, and the difficulty in humor. The model of deficits in EFs also provides a reasonable explanation for the problem of stereotypes, inflexibility, assimilation and planning problems of autistic children.

The mentioned triple models have implications for play therapy and play-based interventions such as: step-by-step drawing, story-making with pictures, use of animation or short film, joint attention stimulation with puppets, imitation paly, pantomime and emoticons, social stories, mind reading training, demonstration and role playing, use of attention cards and process cards for the implementation of activities It offers daily and strategic games.