| The desire to have one's child interact with and to | | | | familiar with this environment; |
| be accepted by others is the wish of all parents. | | | | 3. Limit the time based on your child's ability to be |
| When this does not occur the parent may | | | | with others. I would suggest a half hour. Decide |
| become concerned, anxious or worried. Parents of | | | | on an activity that you know that your child can |
| autistic children face this dilemma on a daily basis. | | | | engage in. Supervise the two children in the |
| They are very aware that their children interact | | | | activity. If they seem engaged let the children |
| differently and display behaviors that are | | | | continue the activity under your watchful eye; |
| confusing to most. | | | | 4. At first parallel play may be all your child can |
| The autistic child's ability to interact and engage | | | | tolerate; |
| with others is limited and varies on a continuum | | | | 5. You may want to have multiple activities |
| from complete non-involvement with others to | | | | available if the children do not respond to the initial |
| sporadic and limited involvement. For the autistic | | | | activity; |
| child involvement with others can be confusing, | | | | 6. Leave time for cleaning up, a story and |
| intimidating and frightening. Autistic children can | | | | refreshments; |
| benefit positively to the exposure to other | | | | 7. Continue with short play dates, but increase the |
| children through play activities. | | | | time with others as your own child can tolerate |
| Some suggestions to consider in setting up play | | | | longer interactions; |
| dates: | | | | 8. After the play date you may want to check in |
| 1. Begin slowly and with patience. First, have a | | | | with the other parent to see how her child |
| conversation with the parent of the child you | | | | handled the play date. If things went relatively |
| want to set the play date with. Come up with a | | | | well, you may want to continue such interactions. |
| simple way to educate the parent about your | | | | It is important to have a willing other parent and |
| child's behaviors and your desire to have the two | | | | child that feel comfortable in supporting these |
| children play. If the parent is receptive, the next | | | | activities. |
| step is to talk with the non-autistic child and | | | | As a point of caution, do not give up. This will be |
| parent together about your child's desire to play. | | | | a slow process, but one that can be rewarding |
| Next talk to your own child about your intention; | | | | for all involved. |
| 2. Set up the play date in your home. Your child is | | | | |