Supported Play Date Interactions Between Children With Autism and Typically Developing Peers

Difficulties with social interaction are characteristic of
autism. This study presents data illustrating the use of
motivational strategies in play dates to improve the quality
of social interactions between children with autism
and their typically developing peers. Specifically, a multiple
baseline design across participants shows how a
contextual support package implemented during play
dates can promote reciprocal interactions and improve
affect. These results support the use of intervention strategies
that target the pivotal area of motivation and provide
evidence for using play dates as a context for intervention.
The findings are discussed in terms of promoting
quality interactions and encouraging friendship
development.