Teaching Play Skills to Young Children With Autism
Journal of Intellectual & Developmental Disability
Jung, S., & Sainato, D. M. (2013).
Journal of Intellectual & Developmental Disability, 38(1), 74-90.
This review investigates the effects of instructional strategies for teaching play (e.g., prompting strategies, video and live modelling, pivotal response training) on play skills in young children, birth to 8 years old, on the autism spectrum.
No funding received
1990-2011
Peer-reviewed , empirical studies
26
<p>The studies examining play skills used a variety of interventions often in combination. These included:</p>
<ul>
<li>video modeling combined with reinforcement, verbal instruction, or matrix training;</li>
<li>modelling with verbal description;</li>
<li>restricted interests;</li>
<li>script training;</li>
<li>Social Stories with prompting;</li>
<li>activity schedules; </li>
<li>peer-mediated playgroup interventions; and</li>
<li>components of naturalistic instruction. </li>
</ul>
<p>Children on the autism spectrum "responded well to direct play intervention in the structured environment. Improvements in play skills also increased positive social interactions and decreased inappropriate behaviour as collateral effects" (p. 85).</p>
