| Playgroups are central to learning in typical preschool classrooms because it is within playgroups that preschool-age children learn both preacademic and social skills. However, this critical avenue of learning is often closed to young children with autism who may have difficulty initiating play interactions with other children as well as responding appropriately to the play initiations of peers.;A multiple-baseline probe design was used in this study to examine the effects of a visual intervention strategy, the Keys to Play, on (a) the play initiations of four young children with autism in inclusive preschool classes, (b) responses to initiations of peers, (c) engagement time and level of play within playgroups, and (d) communicative behaviors used in play initiations. The study also examined the collateral effects of the strategy on the social skills of typically developing peers.;The Keys to Play intervention package was successful in increasing the play initiations of the participating young children with autism and their appropriate responses to the play initiations proffered by peers. Engagement time within playgroups concomitantly increased as did the sophistication level of play. Verbal language used for initiative purposes increased, but other communicative forms of play initiation saw continued usage as well. Positive change in the social skills of typically developing peers was also observed. |
