Autism Institute on Peer Relations and Play

Center for Integrated Play Groups Training, Research and Development

IPG Fact Sheet

Friend 2 Friend Social Learning Society

Books

Hot off the press...

Dunn Buron, K. & Wolfberg, P.J. (Eds.) (2008). Learners on the Autism Spectrum: Preparing Highly Qualified Educators. Shawnee Mission, KS: Autism Asperger Publishing Company.

Contributors: Tony Attwood, Kari Dunn-Buron, Simon Baron-Cohen with Ofer Golan, Julie Donnelly, Winnie Dunn, Carol Gray, Paula Jacobsen, Cathy Pratt, Gary Mesibov with Victoria Shea, Nancy Minshew & Diane Williams, Ilene Schwartz & Bonnie McBride, Stephen Shore, Brenda Smith Myles with Sheila Smith & Terri Cooper Swanson, Diane Twachtman-Cullen, Michelle Garcia Winner, Pamela Wolfberg with Heather McCracken & Tara Tuchel

McCracken, H. (2006) That's what's different about me! Helping children understand autism spectrum disorders. Shawnee Mission, KS: Autism Asperger Publishing Company.

Lowell, J. & Tuchel, T. (2005) My best friend Will. Shawnee Mission, KS: Autism Asperger Publishing Company

Fuge, G., & Berry, R. (2004) Pathways to play! Combining sensory integration and Integrated Play Groups. Shawnee Mission, KS: Autism Asperger Publishing Company.

Book Chapters

Wolfberg, P.J. (in press) Including children with autism in the culture of play with peers. In C. Forlin & J M-G Lion (Eds). Reforms, Inclusion and Teacher Education: Towards a New Era of Special Education in Asia-Pacific Regions. Center for Advancement in Special Education, Hong Kong University.

Wolfberg, P.J. (2008) Die Bedeutung des Spiels fuer Peer-Beziehungen und soziale Inklusion in paedagogischen Einrichtungen fuer Klein- und Vorschulkinder (translation: The meaning of play for peer relations and social inclusion in pedagogical settings for young children) In B. Ytterhus & M. Kreuzer (Eds.) „Dabei sein ist nicht alles“ – Soziale Inklusion und Marginalisie-rung in integrativen Gruppen des Kindergartens – Eine Anthologie. (translation: Being nearby isn’t everything – Social inclusion and marginalization in integrated groups within early childhood settings  – An Anthology. International Buchprojeket, Universität Trondheim mit Hochschule Niederrhein.

Wolfberg, P.J., McCracken, H., & Tuchel, T. (2008) Fostering peer play and friendships: Creating a culture of inclusion. In K. Buron & P.J. Wolfberg (Eds.). Learners on the autism spectrum: Preparing highly qualified educators. Shawnee Mission, KS: Autism Asperger Publishing Company.

Wolfberg, P.J. (2007). Essays on play oriented therapies, Integrated Play Groups model, social play, symbolic play, spontaneous play, and imagination. In B. Myles, T. Cooper Swanson, J. Holverstott (Eds.) Autism spectrum disorders: A handbook for parents and professionals. Westport, CT: Greenwood Publishing.

Wolfberg, P.J. & Schuler, A.L. (2006). Promoting social reciprocity and symbolic representation in children with ASD: Designing quality peer play interventions. In T. Charman & W. Stone (Eds.). Early social communication in Autism Spectrum Disorders. NY: Guilford Publications.

Neisworth, J. &  Wolfe, P.S.  (Eds). (2005) The Autism Encyclopedia. (Definitions for imagination, Integrated Play Groups (IPG) model, spontaneous play, social play and symbolic play contributed by P.J. Wolfberg). Baltimore, MD: Paul H. Brookes

Odom, S.L., Zercher, C., Marquart, J., Li, S., Sandall, S., & Wolfberg, P.J. (2001). Social relationships of children with disabilities and their peers in inclusive preschool classrooms. In S.L. Odom (Ed.) Widening the circle: Including children with disabilities in preschool programs.  New York: Teachers College Press, Columbia University.

Schuler, A.L. & Wolfberg, P.J. (2000). Promoting peer socialization and play: The art of scaffolding. In A. Wetherby & B. Prizant (Eds.) Language issues in autism and pervasive developmental disorder: A transactional developmental perspective. Baltimore, MD: Paul H. Brookes.

Wolfberg, P.J. (1995). Enhancing children's play. In K.A. Quill (Ed.) Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar Publishers.

Peer Reviewed Articles-Research Papers

McCracken, H. (2005). Friend 2 Friend: Fostering mutual friendships for children with ASD. Autism-Asperger Digest, Jan-Feb, 6 - 15.

McCracken, H. (2005). Friend 2 Friend programs help children with autism feel safe to say, "I'm autistic too." Autism Spectrum Quarterly. 2, 13.

Richard, V, & Goupil, G. (2005). Application des groupes de jeux integres aupres d’eleves ayant un trouble envahissant du development (Implmentation of Integrated Play Groups with PDD Students). Revue quebecoise de psychologie, 26(3), 79-103

Wolfberg, P.J. (2005). Play! It’s more than just a button on the remote: Including children on the autism spectrum in the culture of play with peers. Autism Spectrum Quarterly. 2, 8-12.

Lantz, J.F., Nelson, J.M. & Loftin, R.L. (2004) Guiding children with autism in play: Applying the Integrated Play Group Model in School Settings. Exceptional Children, 37 (2), 8-14.

Mahnken, H., Baiardo, C., Naess, M., Pechter, R., Richardson, P. (2004, May). Integrated play groups and sensory integration for a child diagnosed with ASD: A case study. Poster presented at the American Occupational Therapy Association Annual Conference, Minneapolis, MI.

Wolfberg, P.J. (2004). Guiding children on the autism spectrum in peer play: Translating theory and research into effective and meaningful practice. The Journal of Developmental and Learning Disorders. 8, 7-25.

Yang, T, Wolfberg, P.J. Chang, K, Hueylin, L, Ro, S (2004) The effects of play groups on symbolic and social play for a preschool child with autism in Taiwan. Paper presented to International Meeting for Autism Research (IMFAR), Sacramento, CA.

Antipolo, L. & Dichoso, D. (2003) The effects of integrated play groups with sensory integration on the play and social skills of children with sensory integrative dysfunction. Unpublished master’s thesis, San Jose State University, San Jose, California.

Boucher, J. & Wolfberg, P.J. (2003) Editorial- Special issue on play and autism in theory and practice. Autism: The International Journal of Research and Practice. (7) 4 (339-346).

Mikaelian, B. (2003) Increasing language through sibling and peer support play. Unpublished Master Thesis, San Francisco State University, CA.

Schaefer, S. & Atwood, A. (2003). The effects of sensory integration therapy paired with integrated play groups on the social and play behaviors of children with autistic spectrum disorder. Unpublished master’s thesis, San Jose State University, San Jose, California.

Wolfberg, P.J. (2003). Integrierte-spielgruppen: Förderung kommunikation und sozialen fähigkeiten bei autistichen Kindern. Forum Logopaedie (Journal for Speech and Language Association of Germany)

Yang, T., Wolfberg, P.J., Wu, S, Hwu, P. (2003) Supporting children on the autism spectrum in peer play at home and school: Piloting the Integrated Play Groups model in Taiwan. Autism: The International Journal of Research and Practice, 7 (4) 437-453.

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

Wolfberg, P.J. (2000) Making make-believe: Enhancing communication and social skills through Integrated Play Groups. Autism Asperger Digest, 3, 12-17.

Wolfberg, P.J. (2000). Integrated Play Groups for children with autistic spectrum disorders: Indonesian connection. Autism News Singapore. Singapore National University.

O’Connor, T. (1999). Teacher perspectives of facilitated play in Integrated Play Groups. Master Thesis, San Francisco State University, CA.

Odom, S. L., Horn, E. M., Marquart, J., Hanson, M. J., Wolfberg, P., Beckman, P. J., Lieber J., Li, S., Schwartz, I., Janko, S., Sandall, S. (1999). On the forms of inclusion: Organizational context and individualized service models. Journal of Early Intervention, 22 (3), 185-199.

Wolfberg, P.J. & Schuler, A.L. (1999). Fostering peer interaction, imaginative play and spontaneous language in children with autism, Child Language Teaching and Therapy Journal, 15 (1), 41-52.

Wolfberg, P.J., Zercher, C., Lieber, J., Capell, K., Matias, S. G., Hanson, M., & Odom., S. (1999) "Can I play with you?" Peer culture in inclusive preschool programs. Journal for the Association of Persons with Severe Handicaps (currently, RSPD), 24 (2), 69-84.  *Recipient of  Thomas Haring Award-Outstanding Journal Article

Hanson, M.J., Wolfberg, P.J., Zercher, C., Morgan, M., Gutierrez, S., Beckman, P., &  Barnwell, D.  (1998) The culture of inclusion: Recognizing diversity on multiple levels. Special issue on the inclusion of young children with disabilities. Early Childhood Research Quarterly, 13 (1), 185 - 209.

Lieber, J., Capell, K., Sandall, S., Wolfberg, P.J., Horn, E., & Beckman. (1998) How teachers' definitions of inclusion influence their instructional practices: Linking beliefs and actions. Early Childhood Research Quarterly, 13, 87-105.

Hanson, M.J., Wolfberg, P.J., Zercher, C., Morgan, M., Gutierrez, S., Beckman, P., &  Barnwell, D.  (1997). Today's research, tomorrow's practices: Highlights from Early Childhood Research Quarterly, Young Children: The Journal for the National Association for the Education of Young Children, 68-69.

Wolfberg, P.J. (1995). Supporting children with autism in play groups with typical peers: A description of a model and related research. International Play Journal, 3, 38-51.

Wolfberg, P.J., (1994). Case illustrations of emerging social relations and symbolic activity in children with autism through supported peer play. (Doctoral dissertation, UC, Berkeley). Dissertation Abstracts International, #9505068 *Recipient of Outstanding Doctoral Dissertation Award by Graduate School of Education, University of California at Berkeley

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.

Gonsier-Gerdin, J. (1992) Elementary school children's perspectives on peers with disabilities in the context of Integrated Play Groups: "They're not really disabled, they're like plain kids." University of California, Berkeley-San Francisco State University, CA.

Schuler, A.L., Gonsier-Gerdin, J. & Wolfberg, P. J. (1990). The efficacy of speech and language intervention: Autism. Seminars in Speech and Language, 11, (4), 242-255. 

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