Supporting children on the autism spectrum in peer play at home and school: Piloting the integrated play groups model in Taiwan

  • Yang T
  • Wolfbreg P
  • Wu S
 et al. 
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Abstract

The article focuses on integrated play groups (IPGs) as a model to support children with ASD in play with typically developing peers/siblings, and its recent adoption with children in a home and school setting in Taiwan. The first part provides a brief overview of the IPG model and its essential features. The second part reports on a pilot investigation that combined quantitative and qualitative methods to examine the effects of participation in IPGs on the symbolic and social play of two early elementary-aged children with autism. Preliminary findings suggest that each child made notable gains in reciprocal social interaction and symbolic/pretend play while participating in play groups. Implications are discussed in terms of play's role in enhancing socialization, imagination and peer cultural inclusion.

Author-supplied keywords

  • Autism
  • Chinese
  • Culture
  • Peers
  • Play
  • Social interaction

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Authors

  • Tsung Ren Yang

  • Pamela J. Wolfbreg

  • Shu Chin Wu

  • Pey Yun Hwu

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