Training play behavior in a 5-year-old boy with developmental disabilities.

A team taught a young learners boy with developmental delay how to play. They picked three common preschool games: Follow the Leader, Hide-and-Seek, and a treasure hunt. Each game has two jobs: leader and follower.

Two typical peers first learned to prompt and praise. Then the boy got a short BST package: explain, model, practice, feedback. The adults tracked if he could start actions, invite friends, and follow rules. They used a multiple-baseline design across the three games.

After only five to seven short lessons the boy hit a large share correct steps in both leader and follower roles. Gains showed up only after training began for each game, proving BST caused the change.

Three weeks later he still played correctly with new peers and no extra teaching. The skills moved to the playground without any plan to make that happen.

Ensor et al. (2024) flipped the script: they used BST to teach adults how to pair with autistic preschoolers. Both studies show BST works with the same age group, just different targets.

Wearden et al. (1983) also used BST plus multiple baseline with preschoolers, but taught crossing guards to keep kids safe. The design and age match, yet the 2003 paper moves BST into play, a much trickier social skill.

Boudreau et al. (2015) warns that kids with developmental delays play far less sport by age 8. Arntzen et al. (2003) offers a fix: short BST lessons early on can plug that gap before it widens.

You can run this package in any preschool room. Pick two typical peers, spend one lunch break training them, then deliver five mini-lessons to the target child. No extra toys or data sheets are needed. If the child can lead and follow in simple games, recess becomes natural practice time and you free up staff for other kids. Try it next week and watch peer networks grow without adult glue.