Which approach would most effectively support a preschooler with autism in participating in pretend play?

Which approach would most effectively support a preschooler with autism in participating in pretend play?

• A. Providing structured sequence with picture script and practice.
• B. Waiting for peers to guide play sessions with minimal support.
• C. Forcing him to lead the play without guidance.
• D. Encouraging only observational participation.

Answer: (A)

Structured, scaffolded supports are especially effective for preschoolers with autism when developing pretend play. Providing a picture script gives a clear, visual outline of the pretend scenario—showing roles, actions, and the sequence of events—so the child can anticipate what comes next, which supports joint attention and language use during play. Guided practice, with prompts and modelled dialogue, helps the child imitate and participate, and these supports can be gradually faded as competence increases. This approach builds symbolic thinking and social interaction in a predictable, manageable way, making it easier to engage in shared pretend activities. Relying on peers to guide play with minimal support can leave the child without the necessary cues to join in. Forcing the child to lead without guidance can be overwhelming and may shut down participation. Encouraging only observational participation misses valuable practice in role-taking, communication, and the sequencing of pretend scenarios.

Structured, scaffolded supports are especially effective for preschoolers with autism when developing pretend play. Providing a picture script gives a clear, visual outline of the pretend scenario—showing roles, actions, and the sequence of events—so the child can anticipate what comes next, which supports joint attention and language use during play. Guided practice, with prompts and modelled dialogue, helps the child imitate and participate, and these supports can be gradually faded as competence increases. This approach builds symbolic thinking and social interaction in a predictable, manageable way, making it easier to engage in shared pretend activities.

Relying on peers to guide play with minimal support can leave the child without the necessary cues to join in. Forcing the child to lead without guidance can be overwhelming and may shut down participation. Encouraging only observational participation misses valuable practice in role-taking, communication, and the sequencing of pretend scenarios.