Choose a cooperative peer and ask him whether he would like to play a game with Ben (the child with ASD). If the peer agrees, arrange a brief game during which you may provide the children with the least intrusive prompts necessary to ensure some success for the child with ASD (e.g., popping the bubbles, completing the puzzle, knocking down the tower of blocks). Be sure to build in positives for the peer partner (e.g., praise, access to another preferred activity after the game).
Target child's play skill level:
Ben's play is at the level of 2-3 step sequences (see Module 6, Section 1).
Your choice of game:
A ball-and-hammer game is within Ben's ability, and provides additional opportunities for the peer such as choosing the right colour of ball to match to the hole.
Materials needed:
Game only – toy with 4 coloured balls, 4 colour-coded holes leading to a chute, hammer.
Supports needed:
The other child will need directions for his part in the game (for example, choose a ball - match to correct hole – prompt Ben to hit with hammer by saying “Your turn, Ben”). Ben will need practice with the prompt, and a prompt to catch the ball when it comes through and put it with the others. I need to let both Ben and the other child know when they’ve done well by commenting (“You caught the ball!”), praising (“Nice job helping Ben to play!”), and using activity rewards (“You played so well together – now it’s time to go to the playground!”).