The purpose of this study was to review graduate studies (master thesis and doctoral dissertations) conducted in Turkey on symbolic play of children with Autism Spectrum Disorders (ASD). Within the scope of the study, 14 graduate studies were reached. Results revealed that, children with ASD have lower performance in symbolic play skills, exhibit more problematic behaviors and have lower social interaction skills than their peers with typical development. Results suggested that robots, video models, peer-assisted models and activity schedules were effective for teaching symbolic play skills. Author Citation: Ozlem Diken, PHD; Hilal Caliskan, ME;
