Individualizing Play Activities to Develop Communication Skills in Children With Autism Spectrum Disorder

This article examines the pedagogical conditions for supporting the communication needs of children with autism spectrum disorder (ASD) through play-based situations. It explains why the selection of play activities should take into account the child's interests, sensory sensitivities, verbal and alternative communication abilities, and readiness to interact with a partner. Drawing on a theoretical analysis of the literature, the article proposes a play-based cycle comprising the recognition of communicative initiatives, responsive interaction, the expansion of joint activities, and the generalization of acquired skills to everyday situations. Practical examples and criteria for monitoring individual progress are provided. Rather than reporting experimental findings, the article presents a methodological proposal developed on the basis of scholarly sources.