Effects of a multicomponent intervention to increase play skills in two preschool boys with an autism spectrum disorder

The children in this study participated in a series of single subject design studies of a social communication intervention targeting skills such as initiations, responses, turn-takes, and name use (Stanton-Chapman, Denning, and Jamison, 2008; Stanton-Chapman, Denning, and Jamison, 2012; Stanton-Chapman, Jamison, and Denning, 2008). Each study examined changes in the quality of language, social pragmatic behaviors, and problem behaviors from pre-intervention to post-intervention. Research aims in the current study explored the effects of the intervention on children's positive peer interactions, play verbalizations, parallel play, and interactive play. In addition, we examined changes in classroom behavior based upon direct observation and teacher report. Participants in the study were two preschool children with autism spectrum disorders who were enrolled in Head Start and collaborative classrooms (at-risk and early childhood special education) at two rural public elementary schools. Each child had language delays and social skill deficits. We examined behaviors exhibited throughout a 10-minute period of free-play during a social communication intervention that consisted of five baseline and fifteen intervention sessions. Additionally, behaviors were coded in the classroom pre- and post-intervention and social validity measures were examined. Results indicated increased positive peer interactions and interactive play, and decreased play verbalizations for both children. Parallel play decreased for Jamal during year 1 and for Evan, but increased for Jamal during Year 2. Direct observation indicated decreased parallel play and increased interactive play for Evan. Jamal demonstrated decreased interactive play, but increased engagement with classroom activities during Year 2. Anecdotal teacher reports suggested more involvement in classroom activities for both children following the intervention. Results are based on two dyad pairs and more research is needed to support these findings. Implications for teachers and future directions for researchers from the present study are discussed.