Using time-delay to improve social play skills with peers for children with autism.

Three boys with autism practiced multi-step play routines. A therapist used graduated time delay.

First the therapist gave the cue and prompt together. Each day she waited a little longer before helping.

Kids learned to ask peers for toys and finish four-step play scripts like "build garage, park cars, close gate."

All three boys mastered the full play chain. Two boys kept the skill with new peers and new toys.

One child also started new pretend acts, like making car sounds, without any extra teaching.

Ferrari et al. (1991) and Goldstein et al. (1991) used the same time-delay trick, but they aimed at talking, not play. Their work shows the prompt works; this study shows it also builds long action chains.

Chee et al. (2017) and Ptomey et al. (2021) got similar play gains with video modeling instead of prompts. If you like screens, use theirs. If you like hands-on prompts, use this one.

Agana et al. (2025) taught pretend with real objects first, then saw kids use the moves with toys. Both studies care about generalization, but Agana starts with real spoons; B et al. stay in the toy box from day one.

You can run this in any preschool room. Pick a peer buddy, set a play routine, and add a one-second delay each day. No videos, no extra props—just wait a beat before helping. Kids learn the full chain, ask peers for pieces, and the skill often travels to new toys and friends. Try it during centers tomorrow; start with a simple four-step play set and a patient peer.