Skip to main content
SpringerLink
Log in

A Systematic Review and Meta-Analysis of Single Case Experimental Design Play Interventions for Children with Autism and Their Peers

  • Review Paper
  • Published:
Review Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

This systematic review and meta-analysis examined interventions targeting play skills of children with autism spectrum disorder (ASD) involving typically developing (TD) peers. The objectives of this work are to (a) identify and describe the characteristics and components of interventions aimed at improving play skills in children with ASD and their TD peers, (b) examine the role of peers in interventions, (c) evaluate intervention effects, and (d) identify potential moderating variables that may influence intervention outcomes. Twenty single-case experimental design (SCED) studies published between 2000 and 2020 were included and summarized. The majority of interventions produced significant effects, further supporting the inclusion of TD peers in interventions targeting play skills for children with ASD. Recommendations for future research and practice are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

*Study included in the review

  • Akers, J. S., Higbee, T. S., Gerencser, K. R., & Pellegrino, A. J. (2018). An evaluation of group activity schedules to promote social play in children with Autism. Journal of Applied Behavior Analysis, 51(3), 553–570

  • Anderson, A., Moore, D. W., Godfrey, R., & Fletcher-Flinn, C. M. (2004). Social skills assessment of children with autism in free-play situations. Autism The International Journal of Research & Practice, 8(4), 369–385.

    Article  Google Scholar 

  • Attwood, A., Frith, U., & Hermelin, B. (1988). The understanding and use of interpersonal gestures by autistic and Down’s syndrome children. Journal of Autism and Developmental Disorders, 18(2), 241–257.

    Article  PubMed  Google Scholar 

  • Baker, M. J., Koegel, R. L., & Koegel, L. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for Persons with Severe Handicaps, 23(4), 300–308. https://doi.org/10.2511/rpsd.23.4.300

  • Barnard-Brak, L., Richman, D. M., Little, T. D., & Yang, Z. (2018). Development of an in-vivo metric to aid visual inspection of single-case design data: Do we need to run more sessions? Behavior Research and Therapy, 102, 8–15.

    Article  Google Scholar 

  • Baron-Cohen, S. (1987). Autism and symbolic play. British Journal of Developmental Psychology, 5(2), 139–148.

    Article  Google Scholar 

  • Barry, L. M., & Burlew, S. B. (2005). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45–51.

    Article  Google Scholar 

  • Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701.

    Article  PubMed  Google Scholar 

  • Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28(2), 109–125.

    Article  Google Scholar 

  • Beilinson, J. S., & Olswang, L. B. (2003). Facilitating peer-group entry in kindergartners with impairments in social communication. Language, Speech & Hearing Services in Schools, 34(2), 154–166.

    Article  Google Scholar 

  • Blanc, R., Adrien, J. L., Roux, S., & Barthélémy, C. (2005). Dysregulation of pretend play and communication development in children with autism. Autism, 9, 229–245.

    Article  PubMed  Google Scholar 

  • Bock, M. A. (2007b). A social-behavioral learning strategy intervention for a child with Asperger syndrome: Brief report. Remedial and Special Education, 28(5), 258–265.

    Article  Google Scholar 

  • Bock, M. A. (2007a).The impact of social-behavioral learning strategy training on the social interaction skills of four students with Asperger syndrome. Focus on Autism and Other Developmental Disabilities,22(2),88-95

  • Boudreau, J., & Harvey, M. T. (2013). Increasing recreational initiations for children who have ASD using video self modeling. Education & Treatment of Children, 36(1), 49-60.

  • Busk, P. L., & Marascuilo, L. A. (2015). Statistical analysis in single-case research: Issues, procedures, and recommendations, with applications to multiple behaviors. In Single-case research design and analysis (psychology revivals) (171–198). Routledge.

  • Camargo, S., Rispoli, M., Ganz, J., Hong, E., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism & Developmental Disorders, 44(9), 2096–2116.

    Article  Google Scholar 

  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876–889.

    Article  Google Scholar 

  • Cicchetti, D. V. (2011, 01//). On the reliability and accuracy of the evaluative method for identifying evidence-based practices in autism. Evidence-based Practices & Treatments for Children with Autism, 41–51.

  • Cohen, J. (1988). Statistical power analysis for behavioral sciences. Erlbaum.

    Google Scholar 

  • Corbett Blythe, A., Schupp Clayton, W., Simon, D., Ryan, N., & Mendoza, S. (2010). Elevated cortisol during play is associated with age and social engagement in children with autism. Molecular Autism, 1(1), 13–13.

    Article  PubMed  PubMed Central  Google Scholar 

  • Dawson, G., & Osterling, J. (1997). Early intervention in autism: The effectiveness of early intervention. The effectiveness of early intervention, 307–326.

  • DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198–207.

    Article  Google Scholar 

  • Dowdy, A., Hantula, D. A., Travers, J. C., & Tincani, M. (2021). Meta-analytic methods to detect publication bias in behavior science research. Perspectives on Behavior Science, 1–16

  • Drevon, D., Fursa, S. R., & Malcolm, A. L. (2017). Intercoder reliability and validity of WebPlotDigitizer in extracting graphed data. Behavior Modification, 41, 323–339.

    Article  PubMed  Google Scholar 

  • Dueñas, A. D., Plavnick, J. B., & Bak, M. Y. S. (2019). Effects of joint video modeling on unscripted play behavior of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(1), 236-247

  • Fujiwara, A., & Sonoyama, S. (2019). Promoting social play based on ecological assessment and social play selection conditions of a child with autism spectrum disorder in an inclusive early childhood classroom. Education and Training in Autism and Developmental Disabilities, 54(3), 288-300

  • Ganz, J. B., & Flores, M. M. (2008). Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers. Journal of Autism and Developmental Disorders, 38(5), 926–940.

    Article  PubMed  Google Scholar 

  • Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess Is time-in: using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815-826

  • Harrington, M., & Velicer, W. F. (2015). Comparing visual and statistical analysis in single-case studies using published studies. Multivariate Behavioral Research, 50(2), 162–183.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hatzenbuhler, E. G., Molteni, J. D., & Axe, J. B. (2019). Increasing play skills in children with autism spectrum disorder via peer-mediated matrix training. Education & Treatment of Children, 42(3), 295–320.

    Article  Google Scholar 

  • Hedges, L. V., Pustejovsky, J. E., & Shadish, W. R. (2012). A standardized mean difference effect size for single case designs. Research Synthesis Methods, 3(3), 224–239.

    Article  PubMed  Google Scholar 

  • Hilton, C. L., Fitzgerald, R. T., Jackson, K. M., Maxim, R. A., Bosworth, C. C., Shattuck, P. T., Geschwind, D. H., & Constantino, J. N. (2010). Brief report: Under-representation of African Americans in autism genetic research: A rationale for inclusion of subjects representing diverse family structures. Journal of autism and developmental disorders, 40(5), 633–639.

  • Hopewell, S., Clarke, M., & Mallett, S. (2005). Grey literature and systematic reviews (pp. 48–72). Publication bias in meta-analysis.

    Google Scholar 

  • Howes, C. (1988). Peer interaction of young children [Article]. Monographs of the Society for Research in Child Development, 53(1), 1–78. https://doi.org/10.2307/1166062

    Article  Google Scholar 

  • Howes, C., & Matheson, C. C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28(5), 961.

    Article  Google Scholar 

  • Hox, J. J., Moerbeek, M., & Van de Schoot, R. (2017). Multilevel analysis: Techniques and applications. Routledge.

    Book  Google Scholar 

  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of autism and developmental disorders, 51(11), 4013–4032.

  • Hundert, J., Rowe, S., & Harrison, E. (2014). The combined effects of social script training and peer buddies on generalized peer Interaction of children with ASD in inclusive classrooms. Focus on Autism and Other Developmental Disabilities, 29(4), 206-215

  • Jordan, R. (2003). Social play and autistic spectrum disorders: A perspective on theory, implications and educational approaches. 7, 347–360.

  • Jung, S., & Sainato, D. M. (2015). Teaching games to young children with autism spectrum disorder using special interests and video modelling. Journal of Intellectual & Developmental Disability, 40(2), 198-212

  • Katz, E., & Girolametto, L. (2015). Peer-mediated intervention for pre-schoolers with ASD: Effects on responses and initiations. International Journal of Speech-Language Pathology, 17(6), 565-576

  • Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., & Bundy, A. (2018). Peer-mediated intervention to improve play skills in children with autism spectrum disorder: A feasibility study. Australian Occupational Therapy Journal, 65(3), 176–186.

    Article  PubMed  Google Scholar 

  • Kent, C., Cordier, R., Joosten, A., Wilkes-Gillan, S., Bundy, A., & Speyer, R. (2020). A systematic review and meta-analysis of interventions to improve play skills in children with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 7(1), 91–118.

    Article  Google Scholar 

  • Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012a). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19(3), 401–412.

    Article  Google Scholar 

  • Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L., & Paullin, A. W. (2012b). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220–227.

    Article  PubMed  PubMed Central  Google Scholar 

  • Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012c). Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions, 14(3), 133–141.

    Article  PubMed  PubMed Central  Google Scholar 

  • Koegel, L. K., Koegel, R. L., Fredeen, R. M., & Gengoux, G. W. (2008). Naturalistic behavioral approaches to treatment. Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment, 207242.

  • Kratochwill, T. R., & Levin, J. R. (Eds.). (2015). Single-case research design and analysis (psychology revivals): New directions for psychology and education. Routledge.

    Google Scholar 

  • Kuhaneck, H., Spitzer, S. L., & Bodison, S. C. (2020). A systematic review of interventions to improve the occupation of play in children with autism. (2), 83.

  • Lang, R., O'Reilly, M., Rispoli, M., Shogren, K., Machalicek, W., Sigafoos, J., & Regester, A. (2009). Review of interventions to increase functional and symbolic play in children with autism. Education and Training in Developmental Disabilities, 481–492.

  • *Laubscher, E., Light, J., & McNaughton, D. (2019). Effect of an application with video visual scene displays on communication during play: Pilot study of a child with autism spectrum disorder and a peer. Augmentative and alternative communication (Baltimore, Md. : 1985), 35(4), 299–308.

  • Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., Howell, A., Drew, C., Dawson, D., Charlop, M. H., Falcomata, T., & O’Reilly, M. (2015). Effects of script training on the peer-to-peer communication of children with autism spectrum disorder. Journal of Applied Behavior Analysis, 48(4), 785–799.

    Article  PubMed  Google Scholar 

  • Ledford, J. R., & Gast, D. L. (Eds.). (2018). Single case research methodology. Routledge.

    Google Scholar 

  • Liber, D. B., Frea, W. D., & Symon, J. B. G. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38(2), 312–323.

    Article  PubMed  Google Scholar 

  • Lory, C., Rispoli, M., & Gregori, E. (2018). Play interventions involving children with autism spectrum disorder and typically developing peers: A review of research quality. Review Journal of Autism and Developmental Disorders, 5(1), 78–89.

    Article  Google Scholar 

  • Lory, C., Mason, R. A., Davis, J. L., Wang, D., Kim, S. Y., Gregori, E., & David, M. (2020). A meta-analysis of challenging behavior interventions for students with developmental disabilities in inclusive school settings. Journal of Autism and Developmental Disorders, 50(4), 1221–1237.

    Article  PubMed  Google Scholar 

  • MacCormack, J. W. H., Matheson, I. A., & Hutchinson, N. L. (2015). An exploration of a community-based LEGO® social-skills program for youth with autism spectrum disorder. Exceptionality Education International, 25(3), 13–32.

    Article  Google Scholar 

  • *MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009, Spr 2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55.

  • Maggin, D. M., O'Keeffe, B. V., & Johnson, A. H. (2011). A quantitative synthesis of methodology in the metaanalysis of single-subject research for students with disabilities: 1985–2009. Exceptionality, 19(2), 109–135.

  • Mandell, D. S., Wiggins, L. D., Carpenter, L. A., Daniels, J., DiGuiseppi, C., Durkin, M. S., Giarelli, E., Morrier, M. J., Nicholas, J. S., & Pinto-Martin, J. A. (2009). Racial/ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99(3), 493–498.

    Article  PubMed  PubMed Central  Google Scholar 

  • Manolov, R., & Moeyaert, M. (2017). Recommendations for choosing single-case data analytical techniques. Behavior Therapy, 48(1), 97–114.

    Article  PubMed  Google Scholar 

  • Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. (2013). Efficacy of point-of-view video modeling: A meta-analysis. Remedial and Special Education, 34(6), 333–345.

    Article  Google Scholar 

  • Massey, N. G., & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 326–335.

    Google Scholar 

  • McCune, L. (2010). Developing symbolic abilities (pp. 173–192). The Mind in Movement Through Culture and Society.

    Google Scholar 

  • McEvoy, M. A., & Odom, S. L. (1987). Social interaction training for preschool children with behavioral disorders. Behavioral Disorders, 12(4), 242–251.

    Article  Google Scholar 

  • Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25(1), 58–72.

    Article  Google Scholar 

  • Murdock, L. C., & Hobbs, J. Q. (2011). Picture me playing: Increasing pretend play dialogue of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(7), 870–878.

    Article  PubMed  Google Scholar 

  • Myles, B., & Simpson, R. (1993). Integrating preschool children with autism with their normally developing peers: Research findings [Article]. Focus on Autistic Behavior, 8(5),

  • Nelson, C., McDonnell, A. P., Johnston, S. S., Crompton, A., & Nelson, A. R. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 42(2), 165–181.

    Google Scholar 

  • Ninci, J., Neely, L. C., Burke, M. D., Rispoli, M., Vannest, K. J., Willson, V., & Ulloa, P. (2020). A meta-analysis of single-case research on embedding interests of individuals with autism spectrum disorder. Remedial and Special Education, 41(5), 296–308.

    Article  Google Scholar 

  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–148.

    Article  Google Scholar 

  • Orr, E., & Geva, R. (2015). Symbolic play and language development. Infant Behavior and Development, 38, 147–161.

    Article  PubMed  Google Scholar 

  • Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157–159.

    Google Scholar 

  • Pierce, N. P., O’Reilly, M. F., Sorrells, A. M., Fragale, C. L., White, P. J., Aguilar, J. M., & Cole, H. A. (2014). Ethnicity reporting practices for empirical research in three autism-related journals. Journal of Autism and Developmental Disorders, 44(7), 1507–1519.

    Article  PubMed  Google Scholar 

  • Raudenbush, S. W., & Congdon, R. T. (2021). HLM 8: Hierarchical linear and nonlinear modeling. Scientific Software International Inc.

    Google Scholar 

  • Reichow, B., & Volkmar, F. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism & Developmental Disorders, 40(2), 149–166.

    Article  Google Scholar 

  • Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism [Article]. Journal of Autism & Developmental Disorders, 38(7), 1311–1319.

    Article  Google Scholar 

  • Rohatgi, A. (2014). WebPlotDigitizer user manual (Version 3.4). Retrieved from http://arohatgi.info/WebPlotDigitizer/userManual.pdf

  • Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638.

    Article  Google Scholar 

  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2006). Publication bias in meta-analysis: prevention, assessment and adjustments. John Wiley & Sons.

    Google Scholar 

  • Rutherford, M. D., & Rogers, S. J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism & Developmental Disorders, 33(3), 289–302.

    Article  Google Scholar 

  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428.

    Article  PubMed  PubMed Central  Google Scholar 

  • Shabani, D. B., Katz, R. C., Wilder, D. A., Beuchamp, K., Taylor, C. R., & Fischer, K. J. (2002). Increasing social initiations in children with autism: effects of a tactile prompt [Abstract]. Journal of Applied Behavior Analysis(1), 79.

  • Shire, S. Y., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2020). Peer engagement in toddlers with autism: Community implementation of dyadic and individual joint attention, symbolic play, engagement, and regulation intervention. Autism : the international journal of research and practice, 1362361320935689.

  • Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and [Article]. Monographs of the Society for Research in Child Development, 64(1), I.

  • Smith, T., Lovaas, N. W., & Lovaas, O. I. (2002). Behaviors of children with high-functioning autism when paired with typically developing versus delayed peers: A preliminary study. Behavioral Interventions, 17(3), 129–143. https://doi.org/10.1002/bin.114

    Article  Google Scholar 

  • Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism & Developmental Disorders, 25(2), 123–141.

    Article  Google Scholar 

  • Steinbrenner, J., Hume, Kara., Odom, Samuel., Morin, Kristi., Nowell, Sallie., Tmaszewski, Brianne. (2020). Evidence -based practices for children, youth, and young adults with autism

  • Vincent, L. B., Openden, D., Gentry, J. A., Long, L. A., & Matthews, N. L. (2017). Promoting social learning at recess for children with ASD and related social challenges. Behavior analysis in practice, 11(1), 19-33

  • Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism & Developmental Disorders, 45(4), 1070–1083.

    Article  Google Scholar 

  • Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C., & O’Reilly, M. (2017). Evidence-based social communication interventions for children with autism spectrum disorder. The Indian Journal of Pediatrics, 84(1), 68-75.

  • Watkins, L., Ledbetter-Cho, K., O’Reilly, M., Barnard-Brak, L., & Garcia-Grau, P. (2019a). Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis. Psychological Bulletin, 145(5), 490.

    Article  PubMed  Google Scholar 

  • Watkins, L., O’Reilly, M., Kuhn, M., & Ledbetter-Cho, K. (2019b). An interest-based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis, 52(1), 132–149.

    Article  PubMed  Google Scholar 

  • Whitaker, P. (2004). Fostering communication and shared play between mainstream peers and children with autism: Approaches, outcomes and experiences. British Journal of Special Education, 31(4), 215–222.

    Article  Google Scholar 

  • White, O., Liberty, K., Haring, N., Billingsley, F., Boer, M., Burrage, A., Connors, R., Farman, R., Fedorchak, G., & Leber, B. (1988). Review and analysis of strategies for generalization. Generalization for students with severe handicaps: Strategies and solutions, 15–51.

  • Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467–489.

    Article  PubMed  Google Scholar 

  • Wolfberg, P., DeWitt, M., Young, G. S., & Nguyen, T. (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of Autism and Developmental Disorders, 45(3), 830–845. https://doi.org/10.1007/s10803-014-2245-0

    Article  PubMed  Google Scholar 

  • Zhang, J., & Wheeler, J. J. (2011). A meta-analysis of peer-mediated interventions for young children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 62–77.

  • *Zercher, C., Hunt, P., Schuler, A., & Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism: The International Journal of Research and Practice, 5(4), 374–398.

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, The University of Alabama, Tuscaloosa, AL, USA

    Megan Fedewa, Laci Watkins & Lucy Barnard-Brak

  2. Department of Special Education, Duzce University, Duzce, Turkey

    Yusuf Akemoglu

Authors
  1. Megan Fedewa
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Laci Watkins
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lucy Barnard-Brak
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Yusuf Akemoglu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Megan Fedewa.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Fedewa, M., Watkins, L., Barnard-Brak, L. et al. A Systematic Review and Meta-Analysis of Single Case Experimental Design Play Interventions for Children with Autism and Their Peers. Rev J Autism Dev Disord (2022). https://doi.org/10.1007/s40489-022-00343-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s40489-022-00343-5

Keywords

Search

Navigation