Integrated Play Groups: Using a Social-Constructivist Approach
Pam Wolfberg (1999, 2003) has designed a curriculum for encouraging play between peers with and without autism spectrum disorders. The integrated play groups model aims to maximize the potential of every child with autism to socialize and play with peers within a jointly constructed play culture (Wolfberg, 2003). By including typical peers, ideally from the same community as the child with autism, the learner becomes acquainted with peer culture and the expectations of a cultural member (Rogoff, 1990).
Influenced by multiple theorists, Dr. Wolfberg states that Vygotsky was a major source of inspiration. Vygotsky emphasized the importance of peers in the development of socialization and introduction to a peer culture (Vygotsky, 1978). The notion of “guided participation,” from Vygotsky, is also included as the key role of the educator facilitating the groups (Wolfberg, 2003). It is recommended that the integrated play groups are comprised of a higher ratio of expert players (those without disabilities) to novice players (children with autism spectrum disorder) and a play guide (e.g., special education teacher) and assistant who meet twice a week or more for 30 minutes to an hour for 6 to 12 months (Wolfberg, 2003). Play guides facilitate the play by monitoring play initiations, scaffolding play, and using social- communication guidance to elicit and sustain joint engagement in activities that are enjoyed by the interacting group members (Wolfberg, 2003).
A self-evaluation form for the play guide also is included. When evaluating their own performance, the play guide can determine if they are using the suggested social communication cues such as helping a child to initiate by modeling pointing to a game and saying, “Let’s play” or having the child stand close to another peer and ask for a turn (Wolfberg, 2003).
Research on outcomes has been limited to case studies from the skilled guidance of the author and that of her student (O’Connor, 1999) or other graduate students at San Francisco State University (Zercher, Hunt, Schuler, & Webster, 2001). They have reported increases in functional and symbolic play, less isolated and stereotypic play, and more diverse play following the integrated play groups (O’Connor, 1999; Wolfberg & Schuler, 1993), with skills generalizing to other peers, settings, and social contexts for at least three novice players (Wolfberg & Schuler, 1993). Replications such as the case study reported by Lantz, Nelson, and Loftin (2004) are needed in order to determine the extent to which these groups are helpful and the generalization of play skills beyond the peers included. Wolfberg (2003) states that the first decision to be made by the stakeholder team is whether or not an integrated play group is a good choice of intervention. Additional research on outcomes addressing the factors that contribute to any successes would assist in.
© ______ 2009, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
Add your own comment
Today on Education.com
- Kindergarten Sight Words List
- The Five Warning Signs of Asperger's Syndrome
- What Makes a School Effective?
- Child Development Theories
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- 10 Fun Activities for Children with Autism
- Bullying in Schools
- Test Problems: Seven Reasons Why Standardized Tests Are Not Working
- Should Your Child Be Held Back a Grade? Know Your Rights
- First Grade Sight Words List