Structured play groups

​​Structured play groups help students develop their play and social engagement skills. They involve carefully chosen play activities which encourage peer interaction and build social and communication skills. The groups normally include a balance of students with social support needs and typically developing peers who can act as models. Activities and materials used are carefully selected to foster interactive play and skill building is supported and scaffolded by teachers and other adults.

Using the strategy

1. Identify no more than 2 students with social support needs.
   
2. Select 2 or 3 peers who are good at socialising, are helpful to others and able to follow adult direction well.
3. Identify no more than 2 goals for the group, e.g. the student will learn turn-taking while interacting with peers in a fun activity.
4. Select activities for the group, e.g. construction or dramatic play activities that match the interests of the students
5. Collect the necessary materials for the activity.
6. The play session should last no longer than 30 minutes.
7. Implement the play group at appropriate times, e.g. during whole class free play or group activity times. The adult/teacher helps scaffold the play, offering advice or direction when needed.
   

Age group

Research has mostly focused on primary schools aged students.

• ​Preschool: Possibly
  
• P–2: Yes
• 3–6: Yes
• High school: No, although structured interactions around specific topics, e.g. Lego, robotics may be of interest

Learn more

• Applying the research: Structured play groups
• Autism focused intervention resources and modules (AFIRM): Structured play groups (SPG) – evidence-based practice brief packet (PDF, 869KB)
  
• Evidence-Based Practices for children, youth, and young adults with Autism Spectrum Disorder (PDF, 2.36MB)
  Odom, S. L. (2013). Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.​