Teaching children with autism to initiate and sustain cooperative play

Abstract

This study investigated the acquisition, transfer, and maintenance of cooperative play in six children with autism. Two approaches were compared. In one approach, the participants observed two models engaging in cooperative play, before taking the place of one of the models while the play episode just observed was repeated. The second approach was identical to the first except that the participants were now required to verbally describe the modeled play episode before taking the place of one of the models. During training, modeled play episodes varied across play topics, and the criterion for mastery was first trial learning of novel play episodes. A nonconcurrent multiple baseline design across participants was applied. The results showed that the participants failed to acquire cooperative play until the verbal description was included in the training procedure. Following training with verbal description, all participants: a) could initiate episodes and sustain episodes initiated by their play partner; b) were able to take turns in episodes that were considerably longer than the episodes practiced during training; c) varied their play within and between play episodes; and, d) transferred those skills across play partners, settings, and time.