"Play is work, and work is play" is a saying common to those providing services to people with autism. The more organized, predictable, structured, and consistent nature of work is often a more comfortable environment for people with autism. This structure helps a person with autism understand the environment better, understand what is expected, understand when the task will be completed, and understand what will happen next. When these understandings occur, there are fewer issues with behaviors, and the person with autism completes the required task better. The spontaneous, less-structured nature of play and recreation is much harder for people with autism to comprehend and follow. Play and recreation opportunities can sometimes involve rather abstract concepts and experiences, which can be difficult for the person with autism to comprehend. Many people assume that all children will automatically learn how to play and socialize. This assumption is not the case for children with autism. Children with autism must be taught how to play and socialize. While this can be difficult for the child with autism, it is possible to accomplish. All people, including those with autism, need recreation in their lives and benefit from having positive leisure experiences.

The following is a partial list of benefits that participation in recreation can help accomplish for people with autism. ("Programming Recreation and Leisure for Persons with Developmental Disabilities" Department of Recreation and Leisure Studies, Center for Recreation and Disability Studies, University of North Carolina at Chapel Hill and "Recreational Therapy: A Summary of Health Outcomes" from the American Therapeutic Recreation Association).

1. to expand interests

(to learn new activities and try new things)
 
2. to develop/improve communication skills

(to increase skills in conversation, assertion, cooperation, & competition using recreation)
 
3. to explore or expand knowledge

(to learn more and be more aware of what is available)
 
4. to improve cognitive functioning

(to increase skills such as decision making, problem solving, attention span, and strategy)
 
5. to be with, interact with, and build friendships with others

(to be able to meet new people and learn the skills to interact with them)
 
6. to be able to make leisure choices

(to learn to select what activity the individual would like to do)
 
7. to help others and be able to contribute to home and community

(to volunteer or other opportunities to provide for others)
 
8. to enhance self control

(to learn how to participate in favorite activities, and perhaps use them to help calm)
 
9. to follow rules, directions, and procedures

(to learn how to get along in within specific boundaries)
 
10. to gain others' respect

(to gain positive reinforcement with performing new activities)
 
11. to enjoy completing and mastering things

(to provide a sense of accomplishment)
 
12. to improve physical functioning

(to refine gross and fine motor skills through recreation activities)
 
13. to keep in shape physically

(to increase physical fitness through physical recreation activities)
 
14. to relax physically and emotionally

(to use the recreation activities to help calm and relax during times of anxiety)
 
15. to learn and improve coping skills

(to relieve anxiety, stress, and tension using recreation activities)
 
16. to heighten self-awareness and self-esteem

(to feel a sense of accomplishment, independence, and pride)
 
17. to promote community integration

(increased age-appropriate choices, behavior, and participation in the community)
 
18. to increase life and leisure satisfaction

It is recommended that when necessary a Certified Therapeutic Recreation Specialist (CTRS), also sometimes referred to as a Recreation Therapist or Recreational Therapist, assist with the recreation, inclusion, and social skill needs of people with autism. Certified Therapeutic Recreation Specialists organize, conduct, and administer therapeutic recreation and leisure programs designed to assist in the habilitation or rehabilitation of persons with emotional, physical, or cognitive disabilities. Particular areas of need that are addressed by a CTRS can include assessment of skills, interests, needs, and environment. In addition, the CTRS can develop goals and intervention strategies to individuals and specialized groups. They are certified nationally by the National Council for Therapeutic Recreation Certification (NCTRC). Within North Carolina, these professionals are certified as Therapeutic Recreation Specialists (TRS) by the State of North Carolina Therapeutic Recreation Certification Board (TRCB). CTRS's are specially trained to work with people with disabilities to address their leisure, play, recreation, and social needs. However, if such a resource is not available, other family members, professionals and other care providers can assist with the process of developing recreation and social skills. This manual outlines how to understand and provide this process.