Play Skills of Autistic Children

Abstract

Play skills of two 7-year-old boys meeting DSM-III-R criteria for autism and mental retardation were evaluated across different play activities by means of a multielement design. Each boy was subsequently taught nonverbal and verbal play responses by an older sibling. All contingencies (i.e., verbal and tangible reinforcement, verbal and physical prompts) except time out were delivered by the sibling. Instruction of sibling trainers included practice sessions with an adult confederate and the target child. Sibling trainers themselves substantially increased their delivery of prompts and reinforcers. Results were maintained at 1-month follow-up. Implications of sibling and play training for children with autism are discussed.