Teaching social play skills to adults and children with autism as an approach to building rapport

Shireman and colleagues taught adults with autism how to run playful, back-and-forth play sessions with children who also have autism.

The team used behavioral skills training: short instructions, live demos, practice, and quick feedback.

They watched if the adults played better, if the kids stayed near them longer, and if both sides looked like they were having fun.

After the short BST package, adults used more varied play moves and stayed closer to the kids.

The children joined in more and showed happier faces, signs that real rapport was growing.

Skills held up when the trainer stepped back, showing the pairs could keep the new groove going.

Covey et al. (2021) flipped the script: instead of adults, they trained typical classmates to lead play. Both studies got big gains, proving BST works no matter who wears the teacher hat.

Ensor et al. (2024) also coached adults, but used a quick pairing routine before table work. Their kids had less problem behavior; Shireman’s kids had more social play. Same tool, different target—together they show BST can build either calm focus or lively fun.

Christopher et al. (1991) did the adult-DD playbook first. They taught group-home residents to chat while playing board games. Shireman updates that idea for adults on the spectrum who now guide children, extending the legacy from peer chats to cross-age rapport.

If you run social groups or early-intervention sessions, you now have a tiny set of steps that turns adults with ASD into playful partners. One brief BST loop can replace hours of modeling by staff. Try it next time you need more natural play and less standoffish watching.