How to Teach Functional Play to Children With Autism
Play is often called the “work of childhood,” and for good reason. Through play, children learn language, build relationships, develop problem-solving skills, and regulate emotions. But for many children with autism, play does not always come naturally. They may engage in repetitive actions, avoid interaction with peers, or show little interest in toys.
That’s why ABA therapy places a strong emphasis on teaching functional play — meaningful, goal-directed play that helps children build real-world skills. Whether it's rolling a ball back and forth, pretending to feed a doll, or constructing with blocks, functional play supports cognitive, social, and communication development.
What Is Functional Play?
Functional play refers to using toys or objects as they are intended. This can include:
Pushing a car across the floor
Stacking blocks
Putting a doll to bed
Feeding a puppet with a spoon
This differs from sensory or repetitive play, which may include spinning wheels, lining up toys, or fixating on one part of an object.
Functional play builds the foundation for more complex skills like pretend play, cooperation, and conversation.
Why Teaching Play Matters
Children with autism often need direct teaching to:
Understand the function of toys
Engage socially with peers
Expand attention span
Generalize play skills across settings and people
Without intervention, play delays can impact social development, school readiness, and the ability to engage meaningfully with others.
How ABA Teaches Functional Play
ABA therapists use a range of techniques to introduce and reinforce play skills:
1. Modeling
The therapist demonstrates the play action — e.g., pushing a train on a track — while pairing it with language: “The train goes choo-choo!”
2. Prompting and Fading
If your child doesn’t engage on their own, physical or verbal prompts are used to guide the action. Prompts are then faded as independence increases.
3. Reinforcement
When your child attempts or completes a functional play action, it’s immediately followed by praise, tokens, or access to preferred activities.
4. Expanding Play
Once a child can complete basic actions, new steps are added — for example, feeding a doll, then putting it to sleep, then giving it a blanket.
Examples of Functional Play Goals
Stacking 5 blocks to build a tower
Rolling a ball back and forth with a peer or adult
Using play food to “cook” and serve a meal
Playing with a shape sorter appropriately
Matching toy animals to a farm scene
Play Environments That Support Learning
Structured play: Therapist selects the toy and leads the activity
Semi-structured play: Child chooses, adult guides
Free play with embedded instruction: Natural environment play with learning opportunities
What Parents Can Do at Home
Follow your child’s interests
If they love cars, use them to teach push/pull, parking, and racing games.Narrate actions
Describe what you’re doing with the toy: “I’m feeding the bear!”Offer simple play tasks
Avoid overwhelming with multi-piece toys at first — start with a ball or stacking cups.Join their play and gently expand
If your child is lining up blocks, join them and turn it into a stacking game.Celebrate attempts
Any step toward functional use — even holding the toy correctly — is progress.
Real-Life Example
Kayden, age 3, only spun the wheels on toy cars. His therapist began pairing car play with songs, sound effects, and modeling. Within a month, Kayden was pushing the cars across the floor, parking them in a garage, and even requesting “more cars” with his voice.
Final Thoughts
Teaching functional play is about more than toys — it’s about helping your child connect with others, discover new interests, and build confidence through joy. With patience and the right strategies, even a simple game can become a doorway to learning.
