Using intraverbal training to increase symbolic play in children with autism spectrum disorder

Lee et al. (2020) worked with three boys with autism.

The team asked each boy, "What can we pretend this is?" while holding a block, cup, or stick.

Every time the child gave a new pretend answer ("It's a phone!"), the adult cheered and handed the item.

The study tracked how many different pretend ideas each boy said across sessions.

All three boys quickly learned to name new pretend uses for the objects.

They kept the skill two weeks later and used it with brand-new toys.

Functional play, like stacking or pouring, also went up during free time.

Brodhead et al. (2019) ran almost the same intraverbal game one year earlier.

Their three boys also learned fast, showing the effect is repeatable.

Ptomey et al. (2021) swapped words for video clips; kids still learned imaginary play.

Together, the three papers say both talking and watching can spark pretend ideas.

Agana et al. (2025) pushed further: teach pretend with real cups first, then kids transfer the action to toy cups.

Lee’s word-first method and Agana’s action-first method fit like puzzle pieces—language and real practice both help symbolic play grow.

You can add a 30-second intraverbal round to any table-time.

Hold a random object, ask, "What can we pretend this is?" and praise every new answer.

No extra toys or videos needed—just your words and enthusiasm.

Try it today; you may see more creative play during the next break.