Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games

Abstract

Children with autism spectrum disorder (ASD) often have very narrow and special interests, and are less likely to engage in socially-based recreational activities than typically developing children. Few studies have examined strategies for teaching children with ASD to engage in social games with their peers. The Power Card strategy is a social narrative technique that capitalizes on a child’s special interest to teach appropriate engagement in routines, social interaction, and communicative behaviors. In this study, a modified Power Card strategy was used to teach two boys with ASD appropriate turn taking and social commenting while playing board games. Participants’ appropriate initiating a turn and relinquishing a turn increased with intervention; however, consistent increases in participants’ appropriate commenting were not observed. Students and parents favorably rated the Power Card Strategy following intervention. Results are discussed in relation to limitations and future research.