ABSTRACT
Through systematic trial and error, this program has found the proper balance of skill acquisition, generalization, and maintenance. Factoring in all the major game categories and skill sets can be complicated for anyone starting a new program. To set instructors up for maximum success, a sample 6-week outline for starting a new group is included in this chapter. This sample introduces each of the major categories of games that make students with autism good improvisors. Students with autism do well with revisiting previously introduced skills with planned regularity. This revisiting allows for scaffolded instruction, including the introduction of more complex skills within each game or activity. This also gives learners an opportunity to further explore skills previously introduced. By returning to games, skills will be learned faster, generalized to novel situations with more success, and maintained over time. The sample outline included here incorporates all of those teaching philosophies while building in novelty to ensure engagement from each participant.
