Abstract
Educators in Taiwan began to shift their attention from mainstreaming to inclusion education for children with disabilities for decades. The striking focal point of this shift emphasizes that children with disabilities, regardless of minor or significant degree of disability, all have “zero reject” status and are able to enter ordinary classes allowing full integration placement in education. Consequently, designing an adequate curriculum, capable of being conducted in an inclusive classroom for children with special needs to develop their social skills, remains an urgent issue for educators in Taiwan. The purpose of this study was to assess the effects of social play activities in using peer mediated pivotal response training (PRT) on a 7- to 8- year-old highfunctioning autistic child’s social skills development which includes maintained interactions, initiated conversations, and initiated play. The participant of this study wasan autistic childin an inclusive setting in Taiwan. The foundation of the social play activities was the basic peerimplemented pivotal response training (PRT) for children with autism. The expected result is that autistic child’s social behaviorsbecome manifestly improved after the intervention instituted when the autistic child interact with others.