Behavioral approaches to promoting play.

Najdowski et al. (2003) wrote a narrative review. They pulled together every behavioral tactic used to teach toy play to children with autism.

The paper is a menu, not a new experiment. It lists DTT, PRT, video modeling, and scripting.

The review gives you a pick-list of evidence-based options. No single method wins; the data simply show each tactic can work.

You still have to choose the one that fits the child’s current play level and plan for generalization.

Luckett et al. (2007) asked a harder question: do these methods create real play or just scripted performances? Their systematic review agrees the tactics work, but warns we barely understand how play moves to new toys or peers.

Wolfberg et al. (2015) and Kent et al. (2020) extend the menu into peer-mediated formats. Integrated Play Groups and peer-training studies show kids can learn symbolic and social play with typical classmates, not just adult tutors.

Carr et al. (1985) is an early cautionary tale. Pure operant training bumped up toy touching a little, yet produced no meaningful constructive play in profoundly delayed children. The 2003 review keeps that procedure on the list, but later work shows you need more than reinforcement alone.

You now have a full playbook. Start with the child’s preference, pick DTT for brand-new actions, PRT for child-led moments, or peer setups for social play. Always build a generalization plan from day one so the play survives when you step back.