This study systematically investigated an intervention increasing sibling social play interactions by incorporating the thematic ritualistic activities of children with autism into typical games. Data collected revealed very low levels of sibling play, joint attention, and affect during the baseline condition and high levels of thematic ritualistic behaviors. In contrast, when the children with autism were taught a play interaction based on their thematic ritualistic behavior (e.g., for a child who perseverated on movies, incorporating that theme into a Bingo®-style game), the percentage of social interactions and joint attention increased and maintained in 1- and 3-month follow-up measures. All of the children's affect improved, and the rate of thematic ritualistic behaviors decreased to a minimum or no occurrence. The children's social interactions also generalized to other games and settings. These results imply that children with autism can learn social skills through play and natural interactions in their environment.
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