Description: What this looks like in practice:
Structured Play o Structured Play Groups are small
Groups (SPG) group activities used to teach
learners with ASD a broad range of
skills and behaviours.
o The SPG involves:
§ 1-2 learners with ASD who
have social support needs
§ 2-3 peers chosen peers who
are helpful, follow direction
well, and have good social
skills
§ an adult who facilitates and
scaffolds learning
o The SPG meets consistently over
time in a designated play space,
usually for 30 minutes.
o The SPG engages in a structured
play session which follows a routine,
has a defined activity and theme
(which matches the interest of the
group), and an intention/goal.
o The adult facilitating the SPG
supports the development of the
target learner’s skills and behaviour
using evidence-based practices (i.e.
prompting, reinforcement).
o They adult scaffolds play and offers
advice/direction to support the
development of the target learner’s
skills and behaviour.
Social Narratives o Social Narratives are specially
(SN) written stories that explain social
situations for learners with ASD so
they can better understanding
events as well as the thoughts,
feelings and actions of other people.
o SN are short, personalized stories
based on the needs of the learner,
written from their individual
perspective.
o SPG can be used by a
variety of professionals
(teachers, special
educators, therapists,
paraprofessionals, etc.).
o SPG can be used in
educational and community-
based environments, but
are difficult to implement at
home due to the resources
needed.
o Since SPGs require
resources not easily
acquired in a home,
implementation in the home
might be difficult due to the
availability of play materials
that may be required.
o At school, it is best to
implement the play sessions
during whole class free time
or whole group activity time.
o SN can be used by a variety
of professionals (teachers,
special educators,
therapists, para-
professionals, early
interventionists, etc.)
o SN can be used in
educational and community-
based environments.

o SN can range from paper and pen
or printed colour stories to
PowerPoint presentations or
animations.
o SN must be written:
o accurately by a person who
has performed careful
observations of the learner in
the social situation
o objectively, and look at the
situation from the perspective
of the learner, rather than
build in their own opinion.
o SN let learners know options for
their own behaviour and the
anticipated outcome of this positive
behaviour during a social situation.
o Can also be used at home
by parents and family
members.
o The stories can be read to
the learner regularly
(particularly in the lead up to
an event that may trigger a
behaviour of concern).
o SN are often used in
conjunction with other
strategies (video modelling
and the teaching of
functional communication
using words, visual
supports, signing and
speech generating devices).

o SN follow a familiar format and

include more sentences describing
the social situation than sentences
which tell the learner what to do.

o SN offer the learner with information

about what they can do in a
troublesome social situation by
providing:
§ relevant cues
§ explanations of the feelings
and thoughts of others in the
social situation
§ information about the likely
reactions of others if they
were to use the suggested
words / actions
§ descriptions of appropriate
behavior expectations
References:

Lofland, Kristie (2015). Writing and using social narratives in all environments. The Reporter, 20 (9).
Retrieved from https://www.iidc.indiana.edu/pages/writing-and-using-social-narratives

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. Retrieved from https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-
briefs/2014-EBP-Report.pdf

Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional
Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of
North Carolina. Retrieved from http://afirm.fpg.unc.edu/social-narratives

Sam, A., Kucharczyk, S., Waters, V., & AFIRM Team. (2018). Structured play groups. Chapel Hill,
NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child
Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/structured-
play-groups