Identiplay: The Complete Teacher's Guide to Teaching
Teach play skills to children with autism using Identiplay. This guide covers the copy-first approach, play scripts, and developing social play skills.
Teaching play skills to children with autism through Identiplay transforms challenging classroom moments into breakthrough learning opportunities. This complete guidewalks you through every step of implementing this proven intervention, from setting up your first session with identical toy sets to gradually building your students' social play abilities and imagination. You'll discover exactly how to join your child's play world through strategic copying, when to introduce new play ideas, and how to create the reciprocal interactions that lead to meaningful peer connections. By the end of this guide, you'll have a practical toolkit that turns structured play into your most powerful teaching method.
Key Takeaways
- Transform Repetitive Behaviours Into Learning: Discover how copying your student's play actions first creates breakthrough moments that traditional autism interventions often miss completely.
- The Two-Set Teaching Revolution: Why identical toy sets enable communication skills faster than years of conventional therapy, and how to implement this today.
- Scripts That Build Social Connection: Master the exact play sequences that move children from isolated spinning to imaginative peer play in weeks, not years.
- Beyond the Therapy Room: How Identiplay principles transform water play, outdoor time, and everyday activities into powerful teaching opportunities across your school.
What is Identiplay? Breaking Down the Basics
15 Strategies for Implementing Identiplay in Early Years Settings
- Create Rich Play Environments: Set up diverse role-play areas that invite exploration of different identities and scenarios.
- Provide Open-Ended Resources: Offer materials that can be transformed into multiple things through children's imagination.
- Observe Before Intervening: Watch play carefully to understand children's interests before joining or extending.
- Model Symbolic Play: Demonstrate how objects can represent other things through your own playful engagement.
- Use Persona Dolls: Introduce dolls with specific identities to explore diversity and challenge stereotypes.
- Document Play Stories: Record children's play narratives to value and extend their imaginative work.
- Connect to Real Experiences: Link play themes to trips, visitors, and experiences that expand children's understanding.
- Support Conflict Resolution: Use play disputes as opportunities to develop negotiation and problem-solving skills.
- Include All Children: Adapt play spaces and resources to ensure children with additional needs can fully participate.
- Rotate and Refresh Resources: Regularly update play areas to maintain interest and introduce new possibilities.
- Plan for Sustained Play: Allow extended time for play to develop depth and complexity.
- Value All Play Themes: Accept children's play interests, including superhero and fantasy themes, as valid learning.
- Use Props Thoughtfully: Balance realistic props with open-ended materials to support different types of play.
- Extend Through Questions: Use wondering questions to deepen play without taking over the narrative.
- Share with Families: Help parents understand how identity play supports development across all areas.
What Is Identiplay for Autism?
Identiplay is a structured play intervention that uses two identical toy sets to teach children with autism play skills through copying and modelling. Adults first mirror the child's actions, then introduce new play ideas for imitation, developing social play skills and imagination.
Identiplay is a play intervention designed specifically for children who have difficulty learning to play, particularly those with Autism spectrum disorder and social communication difficulties. The approach addresses a core challenge: many children with autism do not naturally develop play skills through observation and participation in the way typically developing children do.
For these children, play often remains repetitive, solitary, and focused on sensory properties of objects rather than their symbolic or social possibilities. They may line up cars rather than race them, spin wheels rather than drive them, or ignore toys entirely in favour of more predictable sensory activities.
Identiplay provides explicit, structured teaching of play. Rather than hoping children will "pick up" play skills through exposure, practitioners systematically teach play sequences through Modelling, imitation, and scripted interactions.
The approach was developed by Nicky Phillips, an Educational Psychologist, and Liz Beavan, a retired Headteacher, drawing on the theoretical and practical work of Danish practitioners Jannik Beyer and Lone Gammeltoft. Their book "Teaching Play to Children with Autism: Practical Interventions Using Identiplay" provides comprehensive guidance and resources.
Building Communication Through Autism Play Skills
Play skills development in autistic children increases social communication, builds imagination, and creates opportunities for peer interaction. These foundational skills support emotional regulation, language development, and prepare children for successful social relationships throughout their lives.
Play is not a frivolous extra but a fundamental Developmental activity. Through play, children develop:
Children with autism often miss these developmental benefits because their play remains limited. Identiplay provides a route into the world of play that builds these skills systematically.
Core Identiplay Teaching Principles
Identiplay's four core principles are: using two identical toy sets for parallel play, copying the child's actions before introducing new ideas, following structured play scripts for consistency, and maintaining predictable session routines to reduce anxiety.
Principle 1: Identical Materials
Both child and adult have exactly the same toys or materials. This might be:
Having identical sets allows:
Principle 2: Copy Before You Lead
The golden rule of Identiplay: copy the child first. Whatever the child does with their toys, the adult does the same with their set.
Why copying first?
It validates the child's actions and builds trust, creates shared focus and attention, provides a foundation for imitation, and reduces pressure on the child to perform.
Only after establishing this copying relationship does the adult begin to introduce new actions for the child to imitate.
Principle 3: Structured Sessions
Identiplay sessions follow a predictable format:
This predictability reduces anxiety and allows the child to focus on the play itself rather than managing uncertainty. Using Scaffolding techniques, practitioners gradually increase the complexity of play interactions.
Principle 4: Play Scripts
Written scripts guide practitioners through sessions. A script includes:
Scripts ensure consistency between practitioners and sessions. They also make Identiplay accessible to staff who may feel uncertain about how to play, particularly those working within SEN settings.
Frequently Asked Questions
What is Identiplay in education?
Identiplay is a structured intervention designed specifically for children who have difficulty learning to play. It uses two identical toy sets to teach children with autism through copying and modelling. Adults first mirror the child's actions before introducing new play ideas for imitation.
How do teachers implement Identiplay in the classroom?
Teachers begin by providing the child and the adult with their own identical materials. The adult starts by copying whatever the child does with the toys to validate their actions and build connection. Once this connection is established, the adult introduces scripted play sequences for the child to imitate.
What are the benefits of Identiplay for autistic learners?
Developing play skills helps increase social communication and builds imagination in autistic children. These foundational skills also support emotional regulation and language development. Ultimately, the approach helps prepare children for successful social interactions with their peers.
What does the research say about using identical toy sets?
Educational psychologists developed this approach based on evidence that many children with autism do not naturally develop play skills through mere exposure. Using duplicate toy sets allows for parallel play and imitation while preventing physical conflict over shared materials. This structured teaching method provides the explicit instruction that these learners require.
What are common mistakes when teaching play skills to children with autism?
A frequent mistake is attempting to introduce new play ideas before establishing a connection with the child. Practitioners often intervene too quickly rather than taking time to observe and copy the child's initial repetitive behaviours. Failing to provide structured scripts can also lead to inconsistent teaching approaches across different staff members.
How does Identiplay support social communication development?
The structured interactions in Identiplay create predictable routines that reduce anxiety for autistic learners. By sharing an identical activity, children learn fundamental skills like turn taking and shared attention. These tabletop exercises can then be generalised into outdoor activities and broader social scenarios.
Setting Up Effective Identiplay Sessions
Materials Needed
Effective Identiplay sessions require structured toy selection, consistent timing, and a distraction-free environment to maximise learning outcomes for children with autism.
This approach promotes Inclusive practices by providing structured support that enables all children to participate in mean ingful play experiences. The sessions also support engagement through carefully planned activities that match each child's developmental level.
Commonly used Identiplay kits:
| Kit Type | Contents | Play Opportunities |
|---|---|---|
| Farm set | Animals, fences, buildings, farmer | Animal play, feeding, building enclosures |
| Car set | Cars, people, garage | Driving, parking, car wash, racing |
| Train set | Track, trains, station | Building track, train journeys, passengers |
| Doll/figure set | Figures, furniture, house | Daily routines, family play, scenarios |
| Animal set | Various animals | Sorting, habitats, animal actions, sounds |
The structured approach helps develop Working memory skills as children learn to remember and repeat play sequences. These activities also build vocabulary through rich language experiences during play. Additionally, the social aspects of play support Social emotional learning development.
## Timing and Environment * **Keep sessions short:** Start with 5-10 minute sessions and gradually increase as the child's attention span improves. * **Be consistent:** Conduct sessions at the same time each day to establish a routine. * **Minimize distractions:** Choose a quiet space free from visual and auditory distractions. * **Use visual supports:** Timers, visual schedules, and first/then boards can help children understand the session structure. * **Reinforce success:** Provide praise and positive reinforcement for participation and imitation.
## Adapting Identiplay for Different Needs Identiplay is a flexible approach that can be adapted to meet the needs of individual children. * **Vary the toys:** Introduce new toys and activities based on the child's interests. * **Adjust the pace:** Slow down or speed up the pace of the session based on the child's responses. * **Modify the scripts:** Adapt the language and actions in the scripts to match the child's communication level. * **Incorporate sensory elements:** Add sensory materials, such as sand, water, or playdough, to enhance the play experience. * **Fade your prompts:** Gradually reduce the amount of support you provide as the child becomes more independent.
## Troubleshooting Common Challenges Even with careful planning, challenges may arise during Identiplay sessions. Here are some common issues and possible solutions: * **Child refuses to participate:** Try a different toy or activity, shorten the session, or offer a preferred reinforcer. * **Child engages in repetitive behaviours:** Redirect the child to a new action, model an alternative play sequence, or provide a visual prompt. * **Child becomes frustrated:** Take a break, simplify the activity, or offer reassurance. * **Child struggles with imitation:** Break down the action into smaller steps, provide physical guidance, or use visual aids. * **Child shows limited attention:** Reduce distractions, shorten the session, or incorporate movement breaks.
## Benefits of Identiplay Identiplay provides a structured, systematic approach to teaching play skills to children with autism. By following the core principles of identical materials, copying before leading, structured sessions, and play scripts, educators can create engaging and effective learning experiences that promote social communication, imagination, and peer interaction. The consistent routine and predictable format reduces anxiety, while the focus on imitation and modelling helps children develop new play skills and generalise them to other settings. By implementing Identiplay, you are not just teaching play; you are building a foundation for social, emotional, and cognitive development. The skills learned through Identiplay can have a lasting impact on a child's ability to form relationships, communicate effectively, and participate fully in their community. With dedication and a little creativity, you can transform play into a effective method for learning and growth.
## Further Reading * Beyer, J., & Gammeltoft, L. (2010). *Teaching play to children with autism: Practical interventions using Identiplay*. Jessica Kingsley Publishers. * Sherratt, D., & Peter, M. (2002). *Developing play and drama in children with autism*. David Fulton Publishers. * Stagnitti, K., Mayes, R., & Littlejohns, P. (2016). Effectiveness of interventions for promoting play skills in children with autism spectrum disorder: A systematic review and meta-analysis. *Research in Autism Spectrum Disorders*, *29*, 12-24. * Schwartz, I. S., & Nye, C. (2008). Using video modelling to teach play skills to children with autism. *Teaching Exceptional Children*, *40*(6), 24-31.External References: Early Years Foundation Stage Framework (DfE) | EEF: Early Years Toolkit
