The purpose of this study was to investigate the impact of visual strategies with preschool children with autism spectrum disorders (ASD) and their peers during play group sessions. A changing-criterion design was implemented with three preschool-aged children with ASD while they participated in play groups with four typically-developing peers. Results indicated improvements in the use of script phrases, context-related comments, and intervals in which speech occurred for all three participants. Results regarding unscripted phrases, responses, and use of prompts were variable and are discussed.
