Autism Institute on Peer Relations and Play

Center for Integrated Play Groups Training, Research and Development

IPG Fact Sheet

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Why Integrated Play Groups (IPG)?

Challenges in Peer Relations and Play

Many children with social problems, particularly children on the autism spectrum, face serious challenges learning how to play and socialize with peers.  Autism is a complex condition that impedes children’s spontaneous development of reciprocal social interaction, communication, play and imagination. Despite opportunities for play, these children do not naturally acquire capacities to pretend and coordinate social activities with other children. Problems conveying and interpreting social-communication cues make it difficult to join peers in play. Attempts to socialize are often subtle, obscure or poorly timed and mistaken as signs of deviance or limited social interest. Many children spend inordinate amounts of time alone pursuing repetitive and unimaginative activities. Without appropriate intervention, they are at high risk for being excluded from their peer culture and leading impoverished play lives.

Importance of Play with Peers

Research shows that children learn and develop in a multitude of ways through shared experiences in play. Play's significance is far reaching as a social and cultural context through which children acquire symbolic capacities, interpersonal skills and social knowledge. Moreover, peers perform a distinct role in fostering children's socialization and development that cannot be duplicated by adults. While playing with peers, children acquire many interrelated skills that are necessary for attaining social competence and forming meaningful friendships. They learn to communicate effectively, solve problems, negotiate and compromise, understand the feelings and perspectives of others and work out emotional conflicts. Particularly within a social-pretend framework, children practice and assimilate these skills while exercising their imaginative potential. Considering play's social, cultural and developmental significance, enhancing opportunities for children with autism to become competent in play with peers is of prime importance.

Guided Participation* in IPG

The IPG model was created by Pamela Wolfberg, Ph.D. out of deep concern for the many children who are missing out on peer play experiences as a vital part of childhood. Drawing on current theory, research and practice, the IPG model is designed to support children of diverse ages and abilities on the autism spectrum (novice players) in play with typical peers/siblings (expert players) in home, school and community settings. Children meet regularly in small groups led by a qualified adult facilitator (play guide). Each group is customized as a part of a child’s individual education / therapy program. Through a carefully tailored system of support, emphasis is placed on maximizing children’s developmental potential as well as intrinsic desire to play, socialize and form meaningful relationships with peers. An equally important focus is on teaching the peer group to be responsive, accepting and inclusive of children who relate and play in different ways.

Guided participation is used to support players in mutually enjoyed play experiences that encourage social interaction, communication, play and imagination – such as pretending, constructing, art, music, movement and interactive games. Play guides incorporate routines, rituals and visual supports while monitoring initiations, scaffolding, and guiding social-communication and play geared to each child’s unique interests, ability and experience. Gradually, the adult withdraws support as the children learn to mediate their own play activities. IPG offer natural opportunities for children to simply have fun and make friends while engaged in socially and culturally meaningful activity.

*The notion of "guided participation" in IPG was inspired by the work of Russian psychologist Lev Vygotsky and Barbara Rogoff who incorporated Vygotsky's ideas in her cross-cultural research in cognitive development.  

Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.

Vygotsky, L. (1966). Play and its role in the mental development of the child. Soviet Psychology, 12, 6-18 (Original work published in 1933).

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.  

Fact Sheet on Integrated Play Groups (IPG)

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What are Integrated Play Groups?

The IPG model was created by Pamela Wolfberg, Ph.D. (San Francisco State University and Autism Institute on Peer Relations and Play) to address the unique and complex challenges children on the autism spectrum experience in peer relations and play. Integrated Play Groups consist of small groups of children on the autism spectrum (novice players) and typical peers / siblings (expert players) who regularly play together under the guidance of a qualified adult facilitator (play guide).

What is the purpose of Integrated Play Groups?

Research shows that peer play experiences are a vital part of children’s learning, development and culture. Children on the autism spectrum face many obstacles playing and socializing with peers. Integrated Play Groups are designed to enhance children’s social interaction, communication, play and imagination. An equally important focus is on teaching the peer group to be more accepting, responsive and inclusive of children who relate and play in different ways.

Who may participate in Integrated Play Groups?

Integrated Play Groups are customized as a part of a child’s individual education / therapy program. The IPG model is appropriate for preschool – elementary aged children (3 to 11 years). Play groups are made up of 3 to 5 children, with a higher ratio of expert to novice players. Novice players include children of all abilities on the autism spectrum and with related special needs. Expert players include typical peers / siblings with strong social, communication and play skills. 

Where and when do Integrated Play Groups take place?

Integrated Play Groups take place in natural play environments within school, home, therapy or community settings. Play groups generally meet twice a week for 30 to 60 minute sessions over a six to twelve month period.  Sessions are carried out in specially designed play spaces that include a wide range of motivating materials and activities.

How do Integrated Play Groups work?

Play sessions are tailored to the children’s unique interests, abilities and needs. The adult methodically guides novice and expert players to engage in mutually enjoyed play activities that encourage reciprocal social interaction, communication and imagination – such as pretending, constructing, art, music, movement and interactive games. Gradually the children learn how to play together with less and less adult support.

What are the benefits of Integrated Play Groups?

As demonstrated through award-winning research, novice players have benefited in the areas of social interaction, communication, language, representational play and related symbolic activity (writing and drawing). Expert players have benefited by showing greater self-esteem, awareness, empathy and acceptance of individual differences.  Both novice and expert players have formed mutual friendships while having fun together.

Features of the Integrated Play Groups (IPG) Model 

Wolfberg, P.J. (1999). Play and imagination in children with autism, New York: Teachers College Press, Columbia University.  

Wolfberg, P.J. (2003) Peer play and the autism spectrum: The art of guiding children’s socialization and imagination. Shawnee Mission, KS: Autism Asperger Publishing Company.

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©Integrated Play Groups (IPG) by Pamela J. Wolfberg, 1987, 2008 (all rights reserved)

©Autism Institute on Peer Relations and Play, 2000, 2008 (all rights reserved)