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All Children Can Play: Prompting and Modeling Procedures to Teach Play to Children with Autism Spectrum Disorder

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Play and Social Skills for Children with Autism Spectrum Disorder

Part of the book series: Evidence-Based Practices in Behavioral Health ((EBPBH))

Abstract

This chapter discusses many types of play and the importance of teaching play to children with autism spectrum disorder. The chapter specifically defines and presents how to teach exploratory, functional, assistive, cooperative, pretend, sociodramatic, and group play. The difference between play and toy stereotypy is discussed, and the importance of increasing play as a means of decreasing stereotypy is presented. A primer on how to do preference assessments to aid in toy selection is presented. The chapter concludes with prompting and modeling procedures to teach the various types of play in the “How To” section.

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Authors and Affiliations

  1. Psychology Department, Claremont McKenna College, Claremont, CA, USA

    Marjorie H. Charlop

  2. Texas State University College of Education, San Marcos, TX, USA

    Russell Lang

  3. Department of Educational Studies, Purdue University, West Lafayette, IN, USA

    Mandy Rispoli

Authors
  1. Marjorie H. Charlop
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  2. Russell Lang
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  3. Mandy Rispoli
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Charlop, M.H., Lang, R., Rispoli, M. (2018). All Children Can Play: Prompting and Modeling Procedures to Teach Play to Children with Autism Spectrum Disorder. In: Play and Social Skills for Children with Autism Spectrum Disorder. Evidence-Based Practices in Behavioral Health. Springer, Cham. https://doi.org/10.1007/978-3-319-72500-0_3

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