Integrated Play Groups: Using a Social-Constructivist Approach (continued)

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Greenspan and Wieder (2000) suggest that once a child is fully interactive and engaged with an adult, then play with one other peer should begin. Parents would act as mediators to encourage engagement and interaction. A peer who is interactive and verbal and who can model play and encourage the child with ASD is best to invite (Greenspan & Wieder). Play dates should occur three to four times per week as soon as possible.

Gutstein and Sheely recommend that when groups of peers with and without autism spectrum disorder are created, any peers or partners should share the same level of competence so that no one learner feels less capable than another. The authors state, “matching persons with equal development and then placing them together in dyads or groups to help each other learn, leads to the development of intensely powerful emotional bonds” (Gutstein & Sheely, 2002b, p. 29).

Without research outcomes it is difficult to know whether or not the detailed and well-thought-out curriculum designed by Gutstein and Sheely (2002a & b) is effective or which learners with which characteristics are most likely to benefit from the curriculum. Wolfberg suggests that groups are comprised of more capable typical peers (2003). Greenspan and Wieder agree that the play partner should be more capable but suggest starting with one peer (2000). Gustein and Sheely (2002b) suggest that peers should be at the same competence level. Which configuration for a group works best, for which skills? How does the role of a coach, mediator, or play guide differ, and which aspects do they share? It is recommended that educators look to research for evidence regarding these questions. Replications by researchers and practitioners other than the authors are necessary if the strategies are to be considered evidence based (Odom et al., 2004).