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| Prologue | |
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| Embracing the Spirit of Play: IPG Conceptual Foundation | |
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| Nature of Play and the Autism Spectrum | |
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| Autism Spectrum Disorders in a Nutshell | |
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| Developmental Play Patterns and Variations | |
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| Peer Cultural Influences on Children's Play | |
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| Making Play a Priority | |
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| What Is Play? | |
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| Play's Prominent Role in Childhood | |
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| The Art of Guiding Peer Play | |
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| Essential Features of the IPG Model | |
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| Setting the Stage for Play: IPG Program and Environmental Design | |
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| Planning Integrated Play Groups | |
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| Deciding if Integrated Play Groups Are Appropriate for a Child | |
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| Initiating the Process | |
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| Formulating an Integrated Play Groups Action Plan | |
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| Team Planning | |
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| Designating Roles and Responsibilities | |
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| Other Planning Issues | |
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| Gathering and Preparing the Players | |
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| Group Composition | |
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| Choosing Compatible Players | |
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| Recruiting the Players | |
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| Autism--Diversity Awareness | |
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| Play Group Orientation | |
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| Preparing the Play Setting | |
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| Choosing a Suitable Venue | |
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| Designing Play Areas | |
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| Selecting Play Materials | |
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| Suggested Play Materials | |
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| Structuring the Play Session | |
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| Establishing a Schedule | |
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| Play Group Rules | |
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| Opening and Closing Rituals | |
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| Fostering a Group Identity | |
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| Phase II Hands-On Activities--Tools and Field Exercises | |
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| Design Tools | |
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| IPG Action Plan | |
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| IPG Program and Environmental Design Evaluation | |
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| Field Exercises 1-9 | |
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| Observing Children at Play: IPG Assessment | |
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| Conducting Quality Assessments | |
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| Key Elements of the IPG Assessment Approach | |
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| IPG Observation Framework | |
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| IPG Assessments | |
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| Phase III Hands-On Activities--Tools and Field Exercises | |
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| Assessment Tools | |
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| Play Questionnaire | |
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| Play Preference Inventory | |
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| IPG Observation | |
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| Profile of Individual Play Development | |
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| Record of Monthly Progress in IPG | |
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| Integrated Play Groups Summative Report | |
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| Field Exercises 10-11 | |
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| Guided Participation in Play: IPG Intervention | |
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| Monitoring Play Initiations | |
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| Stepping into the Role of Play Guide | |
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| Recognizing Play Initiations | |
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| Interpreting Play Initiations | |
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| Responding to Play Initiations | |
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| Scaffolding Play | |
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| Maximum Support--Directing and Modeling | |
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| Intermediate Support--Verbal and Visual Cueing | |
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| Minimum Support--Standing By | |
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| Social-Communication Guidance | |
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| Social-Communication Cues | |
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| Selecting Relevant Cues | |
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| Customizing Visual Cue Cards and Posters | |
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| Introducing Social-Communication Cues | |
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| Reinforcing Social-Communication Cues | |
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| Play Guidance | |
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| Orienting | |
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| Imitation-Mirroring | |
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| Parallel Play | |
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| Joint Focus | |
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| Joint Action | |
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| Role Enactment | |
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| Role-Playing | |
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| Case Illustrations of Children at Play | |
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| Luna's Play | |
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| Max's Play | |
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| Paulo's Play | |
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| Phase IV Hands-On Activities--Tools and Field Exercises | |
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| Intervention Tools | |
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| Guided Participation Evaluation | |
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| Self-Reflection Log for IPG Guides | |
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| Field Exercises 12-14 | |
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| Epilogue | |
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| Autism Institute on Peer Relations and Play--Center for Integrated Play Groups | |
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| Efficacy of the Integrated Play Groups Model: Research Highlights | |
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| Resources | |
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| References | |
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| Index | |