Play Interventions Involving Children with Autism Spectrum Disorder and Typically Developing Peers: a Review of Research Quality

Abstract

Children with autism spectrum disorder (ASD) often struggle to acquire appropriate play behaviors, which may hinder their integration within natural settings. Individuals with ASD require more systematic instruction and supports to learn to play with their peers. Among interventions that teach play skills to children with ASD, some have involved typically developing peers as interventionists or play partners, which promotes the generalization of play behaviors in natural environments. The purpose of this review was to systematically review and summarize the quality of play intervention studies that involved both children with ASD and their typically developing peers. Sixteen studies were included and evaluated based on quality indicators recommended by the Council for Exceptional Children. Implications for future research were discussed.

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