Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings

Abstract

Children with autism spectrum disorders (ASD) face pervasive challenges in symbolic and social play development. The Integrated Play Groups (IPG) model provides intensive guidance for children with ASD to participate with typical peers in mutually engaging experiences in natural settings. This study examined the effects of a 12-week IPG intervention on the symbolic and social play of 48 children with ASD using a repeated measures design. The findings revealed significant gains in symbolic and social play that generalized to unsupported play with unfamiliar peers. Consistent with prior studies, the outcomes provide robust and compelling evidence that further validate the efficacy of the IPG model. Theoretical and practical implications for maximizing children's developmental potential and social inclusion in play are discussed.

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

“…Studies examining the benefits of combining two of these interventions, direct instruction and peer-mediated approaches, are reporting marked improvements in children’s communication with peer partners (Kamps et al, 2002; Kamps, Mason, Thiemann-Bourque, Feldmiller, Turcotte, & Miller, 2014; Thiemann & Goldstein, 2004; Wolfberg, DeWitt, Young, & Nguyen, 2014) and in greater nominations or playing more central roles in classroom social networks (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2011). Combining these two approaches follows recommendations of research reviews and investigations of effective social interventions that specify the need for direct instruction of specific social behaviors and a focus on the social-pragmatic use of language to interact with others (Goldstein, 2002; Kamps et al, 2002; Koegel, 2000; Reichow & Volkmar, 2010).…”

The play skills of children with high‐functioning autism spectrum disorder in peer‐to‐peer interactions with their classmates: A multiple case study design

“…Across the four cases of children with ASD and their paired classmates, our first main finding was that two children with ASD had a higher overall level of playfulness than their typically developing classmates (pairs 1 and 3). This was an unexpected finding as previous literature has consistently reported that children with ASD have lower developed skills in play and social interaction than their typically developing peers (Skaines et al ., ; Wolfberg et al ., ). One reason for this difference could have been the presence of existing friendship in the pairs anecdotally reported by their class teachers.…”

“…The results of this study provide some understanding of the play skills of children with ASD and discuss the determinants that impact these skills. Consideration needs to be made in relation to age, interests and pre‐existing friendships when selecting playmates (Wolfberg et al ., ). Similarly, Wolfberg et al . and DiSalvo and Oswald () supports these considerations when determining appropriate playmates.…”

“…Consideration needs to be made in relation to age, interests and pre‐existing friendships when selecting playmates (Wolfberg et al ., ). Similarly, Wolfberg et al . and DiSalvo and Oswald () supports these considerations when determining appropriate playmates. This may be relevant for occupational therapists assessing play and social skills and as well as children with ASD who attend mainstream schools.…”

“…Children show a preference to engage in play with peers that are familiar and are of a similar age (Bauminger‐Zviely & Agam‐Ben‐Artzi, ). Playing with a familiar peer can enhance peer to peer interactions with each other (Wolfberg, DeWitt, Young & Nguyen, ).…”