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Children with autism spectrum disorder (ASD) often show challenges in developing play. This study evaluates an antecedent-based teaching strategy, the system of least prompts (SLP), to teach pretend play skills to preschoolers with ASD in an inclusive preschool program using a single case research design. Results show independent engagement in generalized pretend play skills during free choice, indicating the intervention is effective for all participants.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-the-system-of-least-prompts-on-pretend-play-skills-for-children-with-autism-spectrum-disorder/601348/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-the-system-of-least-prompts-on-pretend-play-skills-for-children-with-autism-spectrum-disorder/601348.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main purpose of this study?","Question",{"text":111,"@type":112},"The study evaluates the effects of implementing the system of least prompts (SLP) to teach pretend play skills to preschoolers with autism spectrum disorder (ASD) in an inclusive preschool program.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the intervention effects measured?",{"text":116,"@type":112},"The study used a single case research design to identify the effects of the SLP intervention on pretend play skills.",{"name":118,"@type":109,"acceptedAnswer":119},"What did the study find about pretend play during free choice?",{"text":120,"@type":112},"Data showed independent engagement in generalized pretend play skills during free choice, suggesting SLP was an effective teaching strategy for young children with ASD.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},601348,1792107648,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Education and Training in Autism and Developmental Disabilities, 2022, 57(4), 417–429 © Division on Autism and Developmental Disabilities  \nEffects of the System of Least Prompts on Pretend Play Skills for Children with Autism Spectrum Disorder  \nKatherine J. Bateman and Ilene S. Schwartz  \nUniversity of Washington  \nAbstract : Engagement in strong play skills is important as an outcome by itself, but also as means to achieve other valued outcomes in early childhood development. Yet, children with autism spectrum disorder (ASD) often demonstrate challenges in this area of development. To address these challenges, intervention is needed. This study evaluated the effects of implementation of an antecedent-based teaching strategy, the system of least prompts (SLP), to teach pretend play skills to preschoolers diagnosed with ASD in an inclusive preschool program. This study utilized single case research design to identify the effects of intervention on pretend play skills. Data presented in this study demonstrated independent engagement in generalized pretend play skills during free choice. Results suggest that this intervention was an effective teaching strategy for young children with ASD, demonstrating effects for all participants.  \nExtensive research indicates that young children diagnosed with autism spectrum disorder (ASD), often demonstrate challenges in a variety of areas of development, including play skills (e.g., Chang et al., 2018; Charlop et al., 2018, Jung & Sainato, 2013) . Children with ASD engage in play differently than that of their typically developing peers (Barton, 2015; Kasari et al., 2013; Qiu et al., 2019) . This play is often repetitive in nature, missing key components of appropriate, cooperative play including other peers (e.g., Barton & Pavilanis, 2012; Hobson et al., 2018; Jung & Sainato, 2013) . Research indicates that this diminished quality of developed play skills may lead to compromised experiences interacting with materials and peers, ultimately affecting other corresponding areas of develop (Akers et al., 2018; Lydon et al., 2011) .  \nThis research was supported in part by Grant R324A120232 awarded to the University of Oklahoma (Ilene S. Schwartz and Bonnie J. McBride, principal investigators), from the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Findings and conclusions of this manuscript are those of the authors and do not necessarily reflect the policies of the funding source. Katherine J. Bateman, College of Education, University of Washington. E-mail: kjb27@ [uw.edu](uw.edu)  \nMeaningful Play Outcomes  \nPlay is important as an outcome by itself, but also as a means to achieve other valued outcomes across a variety of skill sets (Gerber, 2017; Orr & Geva, 2015). Because play serves asa natural context for intervention, it provides numerous opportunities to embed instruction targeting important skills and behaviors (Lifter et al., 2011; Morrison et al., 2002). The context in which play occurs also provides an abundance of opportunities for positive gains in other areas of learning such as communication, emotional regulation, and social development (Boyd et al., 2018; Gerber, 2017; Kasari et al., 2013), as well as increases in self-esteem, confidence, and overall social acceptance (Locke et al., 2016).  \nAs children learn play skills and develop meaningful gains in other associated skill areas, such as social skills, opportunities forchildren with ASD to engage with peers are promoted (Golzari et al., 2015; Locke et al., 2016) . In the school setting, this repertoire of skills helps to set children up for success when engaging with peers in and outside of the classroom, as social skills are also targeted through effective play skills. Children are more likely to find success in social interactions with peers during play on the playcourt, at recess and lunch, as well as in inclusive classrooms environments. These social interacti","cbCaityTNulpQAby","https://ap.wps.com/l/cbCaityTNulpQAby","pdf",159040,13,"English","# Abstract\n# Meaningful Play Outcomes\n# Intervention Targeting Development of Play Skills","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study evaluates the effects of implementing the system of least prompts (SLP) to teach pretend play skills to preschoolers with autism spectrum disorder (ASD) in an inclusive preschool program.\"},{\"question\":\"How was the intervention effects measured?\",\"answer\":\"The study used a single case research design to identify the effects of the SLP intervention on pretend play skills.\"},{\"question\":\"What did the study find about pretend play during free choice?\",\"answer\":\"Data showed independent engagement in generalized pretend play skills during free choice, suggesting SLP was an effective teaching strategy for young children with ASD.\"}]","Effects of the System of Least Prompts on Pretend Play Skills for Children with Autism Spectrum Disorder | PDF",1792092437,33]