Effectiveness of peer-implemented intervention on the social engagement of children with autism

Deficits in social skills are considered as one of the fundamental characteristics of individuals with ASD. These skill deficits may hinder the benefits of play activities with peers for children with ASD. Children’s social and emotional developments occur with interacting with others and practicing social skills. Recess and planned-play activities, therefore, are invaluable times when a great deal of opportunities are offered all children to interact with each other and practice essential social skills. However, because of the social and communication skill deficits, children with ASD usually do not take the advantage of recess and planned play as much as their typically developing peers. Peer-implemented interventions are among the evidence-based practices and commonly used to address social skill deficits of children with ASD. This study evaluated the effects of peer-implemented play strategies on engagement of two children with autism with peers during planned play and recess. The results of the study demonstrated that both participants increased their engagement with peers during planned play after implementation of the intervention. However, generalization of treatment outcomes did not occur across settings.