We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play behaviors. No changes in peer-directed social communication were observed. Our study extends the research on board game play–focused interventions by demonstrating the effectiveness of the intervention package for young children with or at risk for disabilities and their typically developing peers.

我们检查了由最低提示系统（SLP），视觉时间表，同伴模型和临时人员强化组成的干预套件的使用，以教导四个残疾儿童独立玩棋盘游戏并与他们通常成长的同伴交流。我们发现具有个体适应性的干预措施与独立棋盘游戏行为的增加有关。没有观察到同伴指导的社交交流的变化。我们的研究通过展示针对患有残疾或有残疾风险的幼儿及其通常发育的同伴的干预措施的有效性，扩展了针对棋盘游戏的干预措施的研究。