Using linked digital activity schedules to promote cooperative thematic play

Abstract

Children with autism often have difficulty initiating, sustaining, and responding to peer play, which limits access to naturally occurring social reinforcers such as shared activities and attention. This study evaluated the efficacy of linked digital activity schedules (i.e., synchronized tablet-based visual prompts that guided partners through shared play sequences) on cooperative thematic play (i.e., coordinated, role-based pretend play organized around a theme). Using a multiple-baseline design across dyads, we combined the schedules with time-delay prompts to occasion independent play actions and verbal exchanges. All participants showed increased cooperative thematic play across sessions. Caregivers completed postteaching questionnaires and reported that the procedures were feasible, acceptable, and useful for supporting peer engagement. Preliminary generalization across novel peers and settings was also observed. These findings provide initial evidence that linked digital activity schedules may be a practical technology-based intervention to promote the cooperative thematic play of children with autism.