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Abstract
Play is a vital piece to the foundational developmental stages for children. Children with Autism Spectrum Disorder often experience deficits in developing play naturally. Teaching play to this population continues to be a widely important practice. This study evaluates the use of video peer modeling to teach functional play actions to a preschooler with autism spectrum disorder. Play actions with 3 toy sets (a house, a farm, and a market) was evaluated in a single-case, multiple probe design. A correlation was found between video peer modeling and increased percentages of functional play actions for the first toy set, but did not result in significant skill acquisition for the second and third toy set. The participants percentages of play actions remained at or above criterion levels during maintenance sessions for the first toy set.