Embodied Imagination and Metaphor Use in Autism Spectrum Disorder

Healthcare 9 (9):200 (2021)
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This paper discusses different frameworks for understanding imagination and metaphor in the context of research on the imaginative skills of children with autism spectrum disorder (ASD). In contrast to a standard linguistic framework, it advances an embodied and enactive account of imagination and metaphor. The paper describes a case study from a systemic therapeutic session with a child with ASD that makes use of metaphors. It concludes by outlining some theoretical insights into the imaginative skills of children with ASD that follow from taking the embodied-enactive perspective and proposes suggestions for interactive interventions to further enhance imaginative skills and metaphor understanding in children with ASD.



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Author Profiles

Zuzanna Rucinska
University of Antwerp
Shaun Gallagher
University of Memphis

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