Accelerating Peer Social Interaction of a Preschool Isolate Through Play

Play intervention as an adjunct treatment for accelerating peer social interaction of a preschool isolate was examined. Teacher reinforcement of indoor play equipment utilization was employed as a procedure to increase an asocial four-year-old female subject's social interaction with peers. Touching peers, using peer names, verbalizations, solitary or parallel manipulation, cooperative construction and cooperative thematic play were the dependent variables. The treatment phases were effective in increasing the behaviors with an accompanying reduction in the subject's duration of solitary or parallel manipulation. The results suggest that a reinforced play intervention is an effective means of increasing social interaction among preschoolers. (Author/RH)