Putting FUN into Play Dates!
PRESENTED BY:
ROSA E. PATTERSON, MS BCBA
EXECUTIVE DIRECTOR &
AUTISM SPECIALIST
AUTISM BEHAVIOR SERVICES, INC.
Objectives for Today
The presentation will discuss prerequisite skills,
identifying peers, and organizing the play date.
Play dates can be FUN and successful for children of
all levels.
Autism as Behavioral Excesses and Deficits
 Excesses: Echolalia, stereotypy, ritualistic behavior,
tantrum behavior, and aggression toward self, others, or
objects
 Deficits: Cognition, language and communication, play,
socialization, self-help, fine motor (can be in any or all
areas of development)
Prerequisites for Play Dates: Problem Behaviors
 Problem behaviors such as aggression, stereotypical
behaviors, and tantrum behavior should occur at low
rates and duration
 If problem behaviors such as the ones noted above
do occur be sure that a behavior plan has been
outlined prior to the play date to address these
behaviors in a way that supports the child and
reduces stigmatization
 Stay calm and move on when the child is able
Prerequisites for Play Dates-Language
 Receptive Language:
-Will respond to instructions
-Has good imitation skills (chains, follow the leader)
-Labels (objects, colors, shapes)
-Matching
 Expressive Language (Visuals or Written):
-will respond to simple questions (conversation q & a)
-Statement/Statement (my turn, your turn)
-Statement/Statement/Question or Multiple Question-not
necessary initially
-Commenting (e.g., “I got 3.”)
• Prerequisites for Play Dates: Toy Play
 Basic toy play (ball play, puzzles)
 Board games
 Art Skills
 Turn-taking games/activities
 Parallel play
 Interactive play/Cooperative Play
Prerequisites for Play Dates: Other
-Can follow an activity schedule or move through play
stations/centers for transitions (may use visuals
here)
-Can share
-Toilet Trained (not an absolute)
Selecting a Peer
Who do you select?
 Use a sibling who is close in age or even a bit older as practice for
having a play date
 Qualities to consider of the peer:
slightly bossy, persistent, demonstrated interest in child, age appropriate
to skill/language level of child, appropriate model for language/behavior
 Select one (1) peer to start and then move to two (2) or more peers
when the child is ready for more group oriented activities
Staffing
 Ideally you want to have at least 2 adults present; these can be:
-Moms and Dads
-ABA staff
-Other knowledgeable family members
Rationale for 2 adults:
 One adult can support the child with ASD while the other is attentive to
the peer’s needs
 Adults should only step in if necessary to facilitate the social
interaction; at times it may be necessary for the adult to insert
themselves into the play date to get things moving along, however they
should remove themselves as soon as they are able too and allow for the
peer interaction to be as organic as possible
Structure: Duration
 The play date should be scheduled for minimally 60
minutes and not more than 2 hours.
 Generally 90 minutes seems to be a good duration of
time
 Structure the play date into 15-20 minute
increments with snack and outside play being
slightly longer
Structure: Organization
 Use an activity schedule that outlines activities that both
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children may like
Be sure to give each child a turn to choose what they want
to do, alternating activities, and post on the activity
schedule what will be taking place.
Have plenty of activities available as back ups in the event
the children change their mind
If you do not use an activity schedule then set up play
stations/centers around the home where specific activities
will take place so it is predictable for the children
Use either a timer to signal transitions or use warnings to
alert the children that a change is coming
Structure: Organization
Play Date 1: In your home-Focus on the following
 Make the play date FUN by incorporating preferred toys and activities
that are appealing to the peer; therefore be sure to get a list of items
from the peer’s parents prior to the play date
 Play date should last generally about 1 hour
 Target parallel play (art projects, follow the leader, Legos, block
building, puzzles, figurines, cars, trains, play doh, etc.)
 At the midpoint go outside and do a motor activity such as swinging on
swings, jumping on trampoline, painting, side walk chalk, etc.
 End with a snack
Structure: Organization
Play Date 2: In your home-Focus on the following while including items
from play date 1
 Move toward interactive play (e.g. work on one puzzle together, simple
board games, tag, Simon Says, Hide and Seek)
 Begin incorporating and encouraging appropriate language associated
with level of play engaged in via modeling of the skill (e.g., commenting
on board game, asking a question, congratulating the peer, giving a
compliment)
 Add a story time if age appropriate
 Go outside about midway through play date, see slide above
 End with a snack
Structure: Organization
Play Date 3: In your home-Focus on continuing to build and
sustain social interactions, possibly go into the community,
i.e. the park
 More interactive activities requiring greater conversation if
appropriate e.g., go fish, red light-green light, Mr. Wolf,
Simon Says
 Target increased conversational skills if appropriate to do
so
 Possibly begin community-based trips, in lieu of going
outside
 End with a snack
Structure: Organization
Play Date 4-In your home or in the community
 More complex interactions involving pretendimaginary play, scripted play which involve
increasing amounts of language.
 Continue to target increased conversational skills
 Prompt child to initiate conversation if necessary
and able to do so
 Community-based trips planned with one (1) or
more peers
General Considerations
 Preparation is key-all activities should be planned
before the peer arrives-This is what will make the
play date FUN!
 Have back-up activities (in case peer doesn’t like activities).
 Keep activities short initially (max. of 15 mins.) and
increase length of activities gradually.
 Be sure you are teaching and using “kid-like” language
familiar to peer
 Length of sessions gradually increases to ~2 hours max.
General Considerations
 Begin with 1 play date per week and then increase to 2 play
dates per week with different peers;
 Rely more heavily on structured activities with discrete
steps initially and loosen structure as child is able; remain
on any play date phase (1-4) as long as necessary; the goal
is for the child and peer to have fun!
 Continue to identify possible peers and have back-ups if rescheduling becomes necessary. It is important to expose
your child to different peers for generalization purposes
 Have FUN!!!
Questions
Resources
 McClannahan, L.E. & Krantz, P. J. (1999). Activity
Schedules for Children with Autism: Teaching
Independent Behavior. Bethesda, MA:Woodbine
House.
 Weiss, M. & Harris, S. (2001). Reaching Out, Joining
In; Teaching Social Skills to Young Children with
Autism. Bethesda, MA:Woodbine House.
Resources
Future Horizons-Resources and Materials
www.FutureHorizons-autism.com
 Special Needs Project-Resources and Materials
www.specialneeds.com
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