Journal of Autism and Developmental Disorders

, Volume 23, Issue 3, pp 467–489

Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism

  • Pamela J. Wolfberg
  • Adriana L. Schuler
Article

DOI: 10.1007/BF01046051

Cite this article as:
Wolfberg, P.J. & Schuler, A.L. J Autism Dev Disord (1993) 23: 467. doi:10.1007/BF01046051

Abstract

This investigation provides a description of a multifaceted model to promote peer play, and an evaluation of its impact on the social and cognitive dimensions of play in three children with autism. A combination of quantitative and qualitative methodologies were used to evaluate the effectiveness of the model application. A multiple-probe design across participants demonstrated (a) decreases in isolate play and collateral gains in more social forms of play, and (b) decreases in stereotyped object play and collateral gains in functional object play. While no symbolic play was observed in any of the participants during baseline, two participants demonstrated symbolic play in the final condition. Generalization and social validation measures indicated (a) advances in play behaviors were not limited to the play groups but observed in other contexts, and (b) were accompanied by language gains. Implications are discussed in terms of preferred service delivery models as well as of the importance of social interaction for the development of play and language.

Copyright information

© Plenum Publishing Corporation 1993

Authors and Affiliations

  • Pamela J. Wolfberg
    • 1
  • Adriana L. Schuler
    • 1
  1. 1.Program Director Integrated Play Groups, Department of Special EducationSan Francisco State UniversitySan Francisco