Keys to Play: A Strategy to Increase the Social Interactions of Young Children with Autism and their Typically Developing Peers

Abstract

Crucial to the successful inclusion of young children with disabilities is the premise that benefit occurs when children socialize with peers and are actively involved in preschool activities including play. Playgroups are often primary to learning in typical preschool classrooms since it is within playgroups that preschool-age children learn both preacademic and social skills. However, this critical avenue of learning is often closed to young children with autism who may have difficulty initiating play interactions with other children. This study examined the effects of a visual intervention strategy on the play initiations of four young children with autism in inclusive preschool classes.

The strategy was successful in increasing the play initiations of the participating young children with autism. At the same time, the children's engagement time within playgroups concomitantly increased, as did the sophistication level of their play.