A Play-Based Approach to Increasing Play and Social Skills in Autistic Children matters because it changes what a BCBA notices when decisions have to hold up in language assessment, teaching sessions, caregiver coaching, and natural communication routines. In A Play-Based Approach to Increasing Play and Social Skills, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via HAWAI'I ASSOCIATION FOR BEHAVIOR ANALYSIS
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Join Free →Play is a fundamental medium for learning, providing children with opportunities to explore, interact, and develop essential life skills. Research highlights the role of play in fostering communication and social engagement, particularly among autistic children. A play-based approach offers an equitable learning experience, aligning with how neurotypical children acquire skills while providing necessary support for autistic learners. In this presentation, I will provide an overview of play and discuss play research in the applied behavior analysis field. Furthermore, I will discuss an ongoing group-based play intervention project, which I developed with a colleague, aimed at enhancing social and play skills in autistic children. Now in its third semester, this structured program incorporates interactive games and guided social play to promote engagement in a supportive peer setting. The children meet once per week for 1.5 hours. Currently, we have three children in the research program: two 7-year-olds and one 11-year-old, all diagnosed with autism spectrum disorder. Observational data and parent feedback suggest increased engagement in joint play, with children now playing together for longer periods rather than engaging in parallel play. Additionally, we have observed growth in manding behavior, social interactions, and overall play skills. The findings underscore the value of structured play in fostering meaningful social connections and enhancing developmental outcomes. In addition to sharing data from the group-based play intervention project, in this presentation, I will offer practical takeaways for practitioners interested in using group-based play interventions to support autistic children.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Marija Čolić, Ph.D., BCBA, LBA, earned her master's degree in psychology and Ph.D. in special education from the University of Belgrade, Serbia. With over 10 years of experience working with individuals with autism, she has been active in the field of behavior analysis since 2014. Currently, Marija teaches at the University of Hawaiʻi at Mānoa on the beautiful island of Oahu. Marija has contributed to the field through multiple articles on family stigma and the cultural aspects of behavior analysis in leading journals. She is currently hosting a play-based, group-based social skills program at the University of Hawaiʻi at Mānoa, where she is conducting research and expanding her expertise in naturalistic intervention models. Marija also serves as the current Legislative Chair for the Hawaiʻi Association for Behavior Analysis and is actively involved in several community projects focused on supporting families and increasing access to services. Since May 2020, she has been hosting free webinars for Serbian parents of children with disabilities and professionals on applied behavior analysis. Her primary research interests include exploring stigma among families of individuals with disabilities and developing ways to support parents. Beyond her academic pursuits, Marija is passionate about surfing, the ocean, and marine life.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
239 research articles with practitioner takeaways
224 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.