Joint attention and play skills are pivotal in the development of language and communication for a young learner. Many children with autism spectrum disorder (ASD) demonstrate deficits in joint attention and play skills. A multiple baseline design across three participants was used to assess the efficacy of modeling toy play on contextual play behaviors as well as the effectiveness of teaching joint attention through a contextual play intervention in preschool aged children with ASD. During baseline all three participants demonstrated minimal joint attention and contextual play behaviors. Within the contextual play intervention, one of three participants demonstrated an increase in joint attention and all three of the participants demonstrated an increase in contextual play behaviors.
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