Imaginary friends serve a special purpose for autistic children, offering comfort and social practice in ways that feel safe. Research into autism and developmental disorders has challenged existing beliefs that children with autism are incapable of imagining or creating imaginary companions, showing that these children can and do develop rich imaginative lives. While not as common as in neurotypical kids, these pretend companions often appear with detailed routines or specific roles, reflecting autistic thinking patterns. They help bridge gaps in social comprehending while providing emotional support. Acknowledging these invisible playmates can uncover how autistic children process relationships, opening doors to better support strategies. The difference in how these friendships form tells a deeper story about autism’s unique social landscape.
Prevalence and Characteristics of Imaginary Friends in Autism
Research shows that about 16% of children diagnosed with ASD create imaginary companions, whether invisible friends or personified objects, compared to nearly half of typically developing children in the general population. Significantly fewer children in the ASD group create imaginary companions compared to the general population of typically developing children.
While autistic children engage in this type of play less often, those who do form these friendships show similar social qualities in their pretend companions—like names, personalities, and interactions—as other children. Parent report and parents reported that the imaginary companions created by children diagnosed with ASD often serve specific reported functions, such as comfort or social practice. Play profiles and the age or ages at which children diagnosed with ASD create ICs may differ from those in the general population. However, autistic kids tend to start playing with imaginary friends later in childhood.
Curiously, the created ICs, whether personified objects or invisible friends, often reflect the unique characteristics of the ASD group. Those who personify objects, like talking to stuffed animals, often receive an autism diagnosis earlier than peers who don’t create any pretend friends. This suggests that while imaginary play differs in frequency and timing, the way autistic children bond with these companions reflects a shared, imaginative social world—one that can offer insight into their unique ways of connecting.
Social and Cognitive Benefits for Autistic Children
How can imaginary friends help autistic children navigate social and emotional challenges? For many children with autism, imaginary companions provide a safe space to practice social skills and communication without the pressure of real-world interactions. These playful relationships can foster better grasp of social differences, helping the child experiment with emotions, turn-taking, and perspective-taking—key components of Theory of Mind. In addition, imaginary companions offer social benefits such as stronger social skills, improved emotional understanding, and enhanced social development.
Parents often notice improvements in their child’s ability to engage in social interaction, as imaginary friends offer a bridge to connecting with peers. The skills developed through these pretend relationships, like empathy or problem-solving, sometimes translate into real-life scenarios. Research provides more evidence that children with imaginary companions demonstrate greater social understanding and an enhanced ability to understand others’ minds. While every child’s experience differs, research suggests that those with imaginary companions may show increased interest in friendships, demonstrating how imagination supports social growth in autism.
Overall, these results confirm the important role of imaginary friends in supporting social development in autistic children.
Comparing Neurotypical and Autistic Imaginary Friend Experiences
Many children, whether neurotypical or autistic, create imaginary friends, but the way they interact with them often differs in meaningful ways. Both groups can spontaneously create such imaginary companions, including invisible versions like an invisible ninja or an invisible bubble person. Neurotypical children with imaginary companions (ICs) often engage in imaginative play that mirrors real-world social interactions, using their ICs to practice conversations or discover emotions.
In contrast, autistic children with imaginary friends may focus more on predictability and control, creating companions that follow strict rules or provide comfort in structured scenarios. Examples include ghosty bubble, bubble bed, stuffed toy, or pretend Ada—types of imaginary persons invented for social or comfort purposes. The personality traits and social attributions assigned to these companions reflect the children’s functional needs, such as seeking companionship, emotional support, or practicing social skills. While the incidence of imaginary friends is similar in both groups, children with ASD might use their ICs to bridge gaps in social comprehension. Both neurotypical children and those with ASD benefit from creating imaginary companions, but their motivations and play styles reflect their unique ways of processing the world.
Although there is a difference in prevalence between the ASD group and the TD population, the way both groups engage with imaginary companions can be similar in many respects.
Parental and Professional Perspectives on Imaginary Play
Parents and professionals often notice how imaginary play unfolds differently depending on a child’s needs, raising questions about how adults can best support these experiences. Observations of imaginary play can vary depending on the child’s educational environment, which may influence the types of support and opportunities for pretend play. For parents of autistic children, the creation of imaginary companions can reflect unique ways their child engages with the world, blending pretend play and social exploration.
Professionals highlight the function of imaginary friends in fostering a child’s social skills and grasp of others.
- Observation: Adults can observe play in children with autism involves detailed, repetitive scenarios, while neurotypical children have imaginary friends that shift roles more fluidly.
- Support: Encouraging the child’s narrative—whether structured or fluid—helps validate their emotional and social growth.
- Insight: Recognizing the child had created these companions offers clues to their inner world, bridging gaps in communication.
Comprehending these perspectives helps tailor supportive responses.
Supporting Autistic Children Through Imaginary Companions
For some autistic children, imaginary companions serve as more than just playful creations—they become tools for traversing social experiences and expressing emotions in a way that feels safe and familiar. Research shows that children with autism spectrum disorder (ASD) who engage with imaginary companions (ICs) often develop better social skills, as these pretend friends provide a low-pressure method to practice interactions. Studies from York St John University and Drexel University have contributed significantly to our understanding of these benefits.
Parents and therapists can support improved social competence by incorporating ICs into play therapy or daily routines, helping the child transfer skills to real-life situations. When adults validate these companions, they gain a deeper comprehension of the child’s inner world, fostering trust. Dr Davis, a leading researcher in this field, has emphasized the importance of such supportive approaches in her work.
For kids interested in making friends, ICs act as bridges, easing social challenges. The potential benefits extend beyond play, offering comfort and confidence in navigating relationships.
Future research led by experts such as Dr Davis, Diana Robins, and Haley Simon from institutions like Drexel University and York St John University continues to explore the best ways to support autistic children through imaginary companions.
Bottom Line
Whereas some might brush aside fanciful friends as an eccentric stage, these associates serve a more profound purpose for autistic children. Far from being trivial, they establish a connection to apprehending feelings and social signals in a comfortable, regulated manner. Disregarding this could mean overlooking a child’s distinct coping mechanisms. Acknowledging these friendships validates their world—providing them security while carefully directing them toward connection, one imagined discourse at a time.