Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-aged children with and without ASD participated in the Buddy Game, a structured, cooperative play curriculum that focused on natural peer–peer modeling and imitation. The Buddy Game used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed.

非结构化活动期是幼儿教育计划的核心组成部分。在户外休息等非结构化活动期间，自闭症谱系障碍 (ASD) 儿童在社交沟通和社交互动方面的缺陷在这些环境中变得明显。32 名患有 ASD 和未患有 ASD 的学龄前儿童参加了Buddy Game，这是一种结构化的合作游戏课程，侧重于自然的同伴建模和模仿。该好友游戏在外部时间使用熟悉的歌曲来促进同伴之间的接近度和离散的社交竞价。跨三个教室的多基线设计用于研究课程对 ASD 儿童离散社会投标的影响。结果表明，从患有 ASD 的儿童到患有神经典型发育 (NTD) 的同龄人在整个教室中的社交活动增加。在一间教室中，干预停止后仍保持效果并推广到一天中的其他时间。讨论了对综合教育环境和幼儿课程的影响。