An evaluation of group activity schedules to promote social play in children with autism

The team made picture cards that showed each step of hide-and-seek. Three preschoolers with autism used the cards while playing with two typical peers.

Adults gave prompts at first, then faded them. The game moved from a small therapy room to the big playground. Two weeks later the kids played again with no cards.

All three children learned the full hide-and-seek routine. They took turns hiding, counting, and seeking with almost no help.

The picture cards were dropped and the kids still played. The fun lasted in a new place and two weeks later.

Audras-Torrent et al. (2021) got the same play boost without any cards. They let kids touch real cookies and real bells first, then the children could pretend. Both studies show you can teach play with very different tools.

St. Clair et al. (2024) went further. After kids could play hide-and-seek, they taught them to add playful tricks. Their work shows the road does not end with simple games; you can keep building more advanced social fun.

Ladouceur et al. (1997) did the first game-teaching study. They used praise and treats to shape a hiding trick. Akers kept the game focus but swapped shaping for picture schedules, giving us a second, easier path.

You now have two proven ways to teach peer play: picture schedules or real-object experience. Pick the one that fits your room and time. Start with schedules if you need quick setup, then move to sensory prep once the kids can follow cards. Either way, plan the next step—tricks, pretend, or perspective taking—so play keeps growing.