Autism Spectrum Disorder (ASD) is a pervasive developmental disorder which is characterised by social difficulties, communicative limitations, and a restricted range of interests and behaviors. The DSM-IV-TR specifies that communication difficulties include a delay in or absence of spoken language, imitation, and pretend play deficits (American Psychiatric Association, 2000). Impairment in play skills is a well-documented feature of ASD. Children with ASD demonstrate limited appropriate use of toys and have specific impairments in symbolic and sociodramatic play (Baron-Cohen, 1987;Stahmer, 1995). Children with ASD rarely engage in creative, spontaneous play activities exhibited by typically developing peers. Rather, they often engage in repetitive and ritualistic actions with toys. They may use toys in a stereotyped manner or line toys up by shape or colour (Paterson & Arco, 2007;Stahmer, 1999). Instruction in play skills is an important aspect of instruction for children with ASD as it facilitates social integration and has been correlated with improvements in language, social skills and general cognitive functioning (Bates, 1979;Dauphin, Kinney, & Stromer, 2004;Sigman & Ungerer, 1984). Play facilitates the acquisition of many aspects of language, including nonverbal cues, turn taking, joint attention, regulation of behavior through requesting, and other social behaviors (Terpstra, Higgins, & Pierce, 2002).Lifter, Sulzer-Azaroff, Anderson, and Cowdery (1993) highlighted the importance of considering the developmental appropriateness of a play activity when teaching play skills to preschool children with ASD. Results indicate that children consistently demonstrate more acquisition and generalization of the developmentally appropriate activity when the developmental readiness of the child is considered. In a similar study Stahmer (1995) found that children with autism and Research in Autism Spectrum Disorders 5 (2011) 872-884
