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Direct linkHarper, Christena Blauvelt; Symon, Jennifer B. G.; Frea, William D. – Journal of Autism and Developmental Disorders, 2008
Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the…
Descriptors: Elementary School Students, Play, Autism, Interpersonal Competence
Peer reviewedStahmer, Aubyn C. – Journal of Autism and Developmental Disorders, 1995
Seven children (ages 4 to 7) with autism were taught to engage in symbolic play using Pivotal Response Training. Children with autism rarely exhibited symbolic play before training, but after training they learned to perform complex and creative symbolic play at levels similar to that of language-matched controls. Interaction skills also improved…
Descriptors: Autism, Child Behavior, Early Childhood Education, Pretend Play
