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.
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