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Autism
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Supporting Children on the Autism Spectrum in Peer Play at Home and School

Piloting the Integrated Play Groups Model in Taiwan

Tsung-Ren Yang

National Taipei Teachers College, Taiwan, ROC, try{at}tea.ntptc.edu.tw

Pamela J. Wolfberg

Autism Institute on Peer Relations and Play, San Francisco, USA

Shu-Chin Wu

Jeu-Guang Elementary School, Taipei County, Taiwan, ROC

Pey-Yun Hwu

DingPu Elementary School, Taipei County, Taiwan, ROC

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.

Key Words: autism • Chinese culture • peers • play • social interaction

Autism, Vol. 7, No. 4, 437-453 (2003)
DOI: 10.1177/1362361303007004009
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This article has been cited by other articles:


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 Child Language Teaching and TherapyHome page
L. Hess
I would like to play but I don't know how: a case study of pretend play in autism
Child Language Teaching and Therapy, February 1, 2006; 22(1): 97 - 116.
[Abstract] [PDF]