Effects of sociodramatic play training on children with autism.

Three preschoolers with autism played pretend. Adults used PRT to teach them how.

Each child got 20 play sessions. Trainers gave choices, took turns, and praised any words.

The team tracked play acts, new words, and eye contact. They watched kids with new toys, new rooms, and new kids.

All three kids talked more and played pretend better. They kept the skills with new toys and new rooms.

The catch: they only played with the adults who taught them. When a new child joined, the gains stopped.

Cohen (2003) saw the same language boost when older autistic kids acted out stories with peers. That study used natural play, not PRT, so the method can swap.

Chezan et al. (2024) also ran single-case ABA with preschoolers. They taught mands, not play, yet both teams saw fast expressive gains.

Leezenbaum et al. (2019) looks like a clash. Their preschoolers with autism showed poor waiting and low social self-control. But that paper only watched, it never taught. Once you add M et al.’s play training, the same age group can shine.

Lee et al. (2008) warn that autistic preschoolers get hurt two to three times more. Active pretend play is safe, but you still need padding, clear rules, and close eyes.

You can grow language and play in one package. Use PRT cues—choices, turn-taking, natural praise—while kids act out kitchen, doctor, or firefighter scenes.

Plan extra steps to practice with new peers. Start with one friendly classmate, give both kids roles, and reward shared lines. In a week you may see new words and true friends.