autism is a neuro - developmental disorder that is characterized by the following symptoms : 
 the impairment of social development and verbal communication , repetitive movement , and 
 restricted behavior . these symptoms cause the patients to experience severe difficulties 
 with social interaction , life skills , and environmental adaptation . autism spectrum 
 disorders ( asds ) are now considered to be among the most prevalent and debilitating 
 developmental disabilities1 . according to 
 a report by the united states centers for disease control and prevention ( cdc ) , there are 
 approximately 67 million autistic patients worldwide ; in other words , there is one autistic 
 patient for every 110 healthy individuals2 . the core 
 features of asd include deficits in communication and social skills , as well as restricted 
 interests / repetitive behaviors3 . the 
 children s deviant behaviors , such as making noises , and being irritable and aggressive , 
 often act as a barrier between the children and their family members , friends , and 
 counseling personnel . consequently , the treatment decisions are complex and diverse . the 
 present study aimed primarily to help autistic children to experience healthy growth and 
 development and improve their language ability , behavior , and social interaction . because 
 the level of language ability and intelligence was considered in the experiments , only 
 high - functioning children with asd was recruited to participate in this study . individuals with high - functioning autism spectrum disorders ( hfasd ) have different 
 characteristics , strengths , and needs compared to individuals with moderate - to - severe 
 autism . hfasd individuals are characterized by a nearly normal language ability and 
 intelligence ; however , they do have social and pragmatic impairments . researchers from yale 
 university have defined individuals with hfasd as individuals with autism who have a 
 full - scale iq greater than 70 and do not have significant language and intellectual 
 delays4 . as they grow older , they gradually show 
 greater degrees of cognition as well as social and adaptive behavioral skills , and have good 
 long - term clinical outcomes compared to children who are diagnosed with moderate - to - severe 
 autism . although individuals with hfasd undergo nearly normal intellectual and language 
 development , researchers have found that the cognitive development within this group is 
 uneven5 . early intervention in patients 
 with autism can effectively improve symptoms . earlier intervention with therapy generally 
 results in more significant improvements6 . at present , clinical studies of autistic children primarily focus on interaction , education , 
 and psychological control7,8,9,10,11,12 . for example , applied behavior analysis is an approach that 
 achieves a goal in stages by using tokens and prizes as incentives to guide the patients to 
 generate spontaneous behavior ; then , the behavior is analyzed to improve their interaction 
 and adaptation abilities13 . the 
 structured treatment and education of autistic and related communication - handicapped 
 children ( teacch ) program and music therapy have also been used to attract the attention of 
 autistic children14 , 15 . in recent years , investigating the play characteristics of 
 autistic children has been considered to be an important method for understanding the 
 pathology of autism , and more studies have been conducted using this type of play method . it 
 uses an approach in which autistic children can use body function to express inherent 
 emotion to achieve interactive communication , thereby establishing interpersonal skills and 
 fostering social adaptation16 . however , 
 given that they are limited by the difficulties of interaction and communication , autistic 
 children mainly play alone , rarely interacting with other people ; thus , their play patterns 
 tend to be rather fixed and repetitive . compared to neurotypical children , the play behavior of autistic children often reveals an 
 attachment to a specific toy and/or inappropriate use of toys , and spontaneous interactive 
 play and social imitation games are lacking17 . therefore , wolfberg and schuler have proposed integrated play 
 groups to allow autistic children to overcome obstacles and enhance interaction with the 
 help and guidance of their peers18 . playing with the peers can help autistic children in terms of promoting the growth of 
 self - concept19 and personality 
 adaptation20 , as well as the 
 development of language , thinking21 , and 
 problem - solving skills22 . however , 
 although interaction with peers through playing games can help autistic children reduce 
 improper social behavior and improve interactive ability , the majority of these studies 
 still list autistic children as the  being helped  who must wait for assistance from their 
 peers , instead of using the  initiative  ability . therefore , an equal and mutually assisting 
 relationship can not be established . however , there is still a lack of commercially available 
 games for autistic children and a lack of discussion about therapeutic toys ; in particular , 
 the availability of cooperative play toys , which emphasize the interaction between peers , 
 remains limited . therefore , the objective of this study was to develop a set of cooperative play toys that 
 are suitable for autistic children , thereby promoting interaction of autistic children with 
 their peers , enhancing their ability to study interpersonal interactions actively , and 
 reducing improper social behavior so that effective early intervention can be achieved . the 
 present study used an innovative product design and development approach ( ipdd)23 to develop cooperative play toys for 
 children with autism . at the concept generation stage , therapists suggestions and the needs 
 of autistic children determined through our observations were incorporated to develop the 
 cooperative play toys . persona and scenario design were used to generate the prototype of 
 the toys . finally , the predicted effects of the cooperative play toys were expertly 
 evaluated and verified using the penn interactive peer play scale ( pipps)24 . multiple interdisciplinary analyses and methods 
 were integrated to identify potential demand and develop market positioning , design 
 features , and engineering solutions23 , 25 . this study protocol was approved by the 
 institutional review board of taipei medical university hospital ( no . two groups of children were recruited to 
 play together . to test the effect of the cooperative play toys on the interactive 
 relationship between the autistic children and their neurotypical peers , the present study 
 introduced the cooperative play toys into the autism play treatment process . then , social 
 interaction behavior analysis26 and 
 pipps24 were used to assess the changes 
 in the interaction between autistic children and their peers during play and the 
 effectiveness of the cooperative play toys in promoting this interaction . a therapist engaged an autistic child and a neurotypical child in the play therapy process . 
 the neurotypical child and the therapist served to guide and improve the social interactive 
 ability of the autistic child . the experiment was divided into a general play treatment mode and a cooperative play 
 treatment mode . the traditional play therapy process and the cooperative play toy therapy 
 process each lasted 20 minutes . the experimental process was repeated four times , once each 
 week , lasting for a total of 1 month . first , the therapist guided the normal child and the 
 autistic child to undergo the traditional play therapy process . after the therapy process , 
 the therapist completed the pipps questionnaire to determine the degree of interaction 
 between the autistic child and his / her peer . then , the therapist guided the children to 
 undergo treatment according to the cooperative play toy therapy process . similarly , after 
 the treatment , the therapist completed the questionnaire , which was used as the basis for 
 the subsequent analysis . because the present study investigated the interaction , the first 
 stage of play with the cooperative play toy was not included in the experimental procedure . 
 during the test , a hidden camera and a microphone were used to record the interaction 
 between the children , which served as the basis for the social interaction analysis . the 
 present study hypothesized that , compared to the general autism play therapy toys , the 
 autism cooperative play toys could significantly improve the interaction between autistic 
 children and their neurotypical peers . according to the pipps results , the present study required a paired t - test to analyze the 
 improvement in the interaction before and after the introduction of the cooperative play 
 toys , i.e. , the difference between the general play therapy mode and the cooperative play 
 therapy mode . the social interaction behavior analysis method uses c statistics to compare 
 the effectiveness of active behavior and responsive behavior between the traditional play 
 therapy and the cooperative play toy therapy . prototype development stage 1 ( persona method and scenario design method ) : 
 in this stage , two 4- and 6-year - old children with high - functioning autism were the subjects 
 of this analysis . table 1table 1.the profiles of two autistic children and the description of the scenario 
 interaction modenameasd001nameasd002age4 years and 6 months oldage6 years and 2 months oldeducation typeself - studyeducation typekindergarten whether single childnowhether single childnotoy typebuilding blocktoy typematching type toyinteractive behaviorecholalia , silence , and repetitive movementinteractive behavioruncertain expression in his eyes , not sharing , sudden 
 screamingscenario description : asd001 
 was diagnosed as an autism patient at 1-year - old . he rarely interacts with his family members , 
 including his brother and sister , and he lacks verbal communication . his mother 
 attempted to use different types of games and toys to entice him to interact with 
 family members . apart from 
 occasionally making strange sounds , he likes to repeat his older brother s 
 gameplay and movements . sometimes , his older brother wants to play with him , but 
 he does not know how to guide him . therefore , their mother bought several toys 
 that are suitable for two people to play , such as monopoly and playing house . however , asd001 was not interested in these games , and at times he did not follow 
 the game rules and even lost his temper and destroyed the games . eventually , the 
 brothers played the games by themselves , and they rarely interacted.social 
 barriers : lack of interactive capabilities , lack of verbal interaction , 
 lack of concentration , lack of interest.scenario description : asd002 
 was a 6-year - old autistic child ; he is currently in a lower kindergarten class . sometimes , he makes the teacher think that he is not 
 concentrating , and other children also tend to misunderstand him as being 
 indifferent and lacking manners . thus , when other people do not understand what he is thinking , he loses 
 his temper or displays self - injurious behaviors to vent . asd002 has a very 
 stubborn personality ; if he is obsessed with one thing , he is unable to extricate 
 himself . similarly , with toys ; he often does not want to share with other people 
 or does not want to cooperate with other people , unless he needs other people s 
 help to finish . because he often keeps the toy to himself , his peers eventually do 
 not like to play with him . although the teacher designed many group games , such as 
 eagle catching chicken , when other kids touched his body , he would suddenly 
 scream , which scared other people.social barriers : lack of eye 
 contact , inappropriate behavior , lack of concentration , being misunderstood as 
 indifferent or deliberately ignoring others , unable to express himself , inability 
 to integrate into the group . shows the profile results of the subjects and the description of the scenario 
 design . of these factors , regardless of the amount of opportunities ( educational setting and 
 whether the child was an only child ) for the subjects to interact with other people , the 
 lack of verbal interaction , repetitive movements , the expression of uncertainty in their 
 eyes , irritability , and playing games alone were the most significant features of behavior 
 of the autistic children . additionally , the major social barriers of these children included 
 the lack of verbal interaction , presence of repetitive movements , the lack of interest in 
 other things , the lack of eye contact , the difficult in expression , and the inability to 
 establish friendships with peers . hence , a reasonable solution ( table 2table 2.summarized issues and interpretation of needssummarized issuesreasonable solutionslack of verbal interactiontake turns asking and answering questions , guide the children to 
 seek help activelyrepetitive movement , imitationprovide multiple game modes and variable ways to play lack of concentrationenhance sound and light effects , use attractive appearance and 
 bright colorslack of interest in other thingsprovide periodic difficulty modes and variable ways to playlack of eye contactenhance sound and light effects , use attractive appearance and 
 bright colorsinappropriate behaviorteach and guide the childrenbeing misunderstood as indifferent or deliberately overlooking 
 othersguide the children to seek help activelyunable to express him / herselfguide the children to seek help activelyunable to establish friendships with peers or to integrate into 
 groupsguide the children to perform interactive games with peers ; 
 establish the same goal for the game ) may be to guide the children to take turns to ask and answer questions , guide 
 the children seek to assistance actively , to provide periodic difficulty modes to add sound 
 and light effects , to note the appearance design of the product , and to engage in 
 cooperative play mode . prototype development stage 2 ( individual case observation ) : a total of 13 
 hfasd boys aged 6.7  2.9  years was recruited ( table 
 3table 3.demographics of the participantsnumbercodegenderagetherapy method1qianqianmale5language therapy2youyoumale3language therapy3xiaohuamale7language therapy4ah kuanmale12language therapy5xiaotongmale3language therapy6xiaohanmale6music therapy7ah kaimale8occupational therapy8huahuamale7occupational therapy9xiaomingmale10occupational therapy10zizimale3language therapy11haohaomale5occupational therapy12qiangqiangmale10occupational therapy13xiaoxianmale8occupational therapy ) . the 
 treatment process can be divided into three major stages : therapist guidance , 
 intra - treatment , and feedback . the guidance by the therapist was a warm - up activity before 
 the treatment , and its goal was to attract the attention of the autistic children , such as 
 by demonstrating the toys , explaining the prizes , or leading the children to perform several 
 movements . the intra - treatment stage recorded the most important activities and events that 
 occurred during the treatment . for example , the therapist may guide the children to mimic 
 speech , provide appropriate assistance , and participate in the play activity . the feedback 
 was the reward given by the therapist when the treatment was completed or when the autistic 
 children finished a certain task . table 
 4table 4.summary of the esdm numbering result and number of times the therapy skills were 
 usedtherapy methodtimestherapy stageattention capture13guidancebehavior modeling 9feedbackbehavior linkage 7intra - treatmentprompt 5intra - treatmentassisted quitting 4intra - treatmentfunction evaluation or behavior analysis 4intra - treatmentrestricting 1intra - treatment shows the early - start denver model ( esdm ) numbering results of the therapy 
 skills and the statistical results . the results revealed that attention capture occurred 13 
 times , and it occurred an average of one time per individual primarily because the therapist 
 normally used attention capture as the guiding method after first attracting the children s 
 interest , followed by the subsequent treatment steps . second , in the feedback stage , the 
 therapist modeled the behavior of the autistic children by praising or rewarding them , which 
 occurred nine times . this process indicated that attention capture and encouragement are 
 indispensable and important factors in the autistic children s mode of play . the present study used social interaction characteristics to analyze the responsive 
 behavior mode of the autistic children under the active guidance of the therapist , thereby 
 summarizing the pitfalls of the mode of play26 . table 5 
 table 5.summary of the number of active behaviors of the therapist and the responsive 
 behavior of the autistic children 
 shows the active guidance given to the children by the therapist and the 
 active and passive responses of the autistic children . during the treatment , the active 
 behavior of the therapist primarily included teaching , an invitation to participate in play , 
 and a demonstration of the materials ; the main purpose of this treatment was to guide the 
 children to perform expected behaviors or movements while simultaneously capturing the 
 children s attention . of the 
 autistic children , the majority could respond to simple requests and instructions , and they 
 could even repeat the instructions given by the therapist through mimicry . however , they 
 demonstrated markedly less cooperation , taking turns , and language responses . therefore , in 
 summary , in terms of the play therapy mode for the autistic children , three major design 
 concepts were noted . first , the game must be of the sort that is able to attract the 
 interest and attention of the autistic children , such as puzzles and matching , which are 
 often used by therapists . second , a set of progressive game rules ranging from easy to 
 difficult should be designed for autistic children and should be easily integrated into the 
 game . third , the game must be interrupted at an appropriate time or its difficulty must be 
 increased to allow the autistic children to seek help actively to enhance interactive 
 study . prototype development stage 3 ( expert interview ) : during this stage , three 
 child psychiatrists at taipei medical university hospital were recruited for interviews . they each had more than 1  year of experience in treating autistic children , and they 
 specialized in interventions related to the mind and interpersonal interactions of autistic 
 children . the interviews were conducted in a one - on - one , semi - heuristic manner . the content 
 of the interview theme covered the social barriers and interaction modes of autistic 
 children , clinical treatment methods , toys used , play methods , the favorite types of toys of 
 the autistic children and expert suggestions . the three experts responses to each topic 
 were summarized , and the following five design features were generated : first , the play 
 should include fixed rules and progressive variations ; second , there should be variations of 
 toys and play modes with which the autistic children are familiar ; third , sound ( not too 
 loud ) and light effects can be added to the toys to attract the attention of autistic 
 children ; fourth , the game must be able to attract the autistic children while 
 simultaneously producing opportunities for them to seek help from other people and encourage 
 them to speak actively ; fifth , the game process should require adult guidance and 
 interaction . prototype development stage 4 ( quality function development):table 6table 6.quality function deployment ( qfd ) analysis result 
 shows the quality function deployment ( qfd ) analysis results of the 
 engineering strategy . the results demonstrated that the major engineering solutions of the 
 autism cooperative play toys included matching play modes , level - type game rules , colorful 
 acrylic animals , music , and speakers . according to the qfd results , a complete autism cooperative play toy comprises the physical 
 toy and the game mode . the toy uses an animal puzzle and the accompanying music control to 
 attract the children s attention . the game mode enhances the entertainment value , 
 variability , and difficulty level of using the cooperative play toy , hence emphasizing the 
 cooperative nature of the game and progressively guiding the children to seek assistance 
 actively , with a view to increasing social interaction . the prototype of the cooperative 
 play toy system , which was developed based on the above - mentioned rules , was as follows : toy entity : the core of the design content of the cooperative play toy was 
 a product image of amiability and interactivity . the appearance design used paired graphics 
 to attract autistic children . in terms of color usage , the major body was half white and 
 half aqua blue for the game space . it was shaped like a round ball , accompanied by eight 
 animal building blocks , which that are a favorite of children . the cooperative play toy was 
 a musical - type play toy for two people , including a neurotypical child and an autistic 
 child . moreover , 
 the use of paired graphics enhanced the visual response ability of the autistic children . the autism cooperative play toy can be divided into three parts : major body appearance , 
 button structures , and electronic mechanism . the electronic structure was composed of led , 
 music ic , speakers , and other electronic elements , which were mounted on the holder . when 
 the child presses the animal - shaped acrylic button , the cooperative play toy makes the sound 
 of an octave ( one cooperative play toy can control four notes ; one set has eight notes ) . thus , eight animals and eight colored lights exhibit the sound , light , and electronic 
 mechanisms . the button structures and the acrylic graphics can be changed to other graphics 
 to enhance attraction and correspond to the preferences of different children . the game 
 rules and music score difficulty can be changed depending on the child s age and 
 familiarity . game mode : there are three game levels , based on difficulty . in level 1 , 
 under the guidance of the therapist , the autistic children match the animal building block 
 graphic and color , and they independently play simple music , thus allowing the autistic 
 children to become familiar with the use and game process of the cooperative play toy . in 
 level 2 , a neurotypical child and an autistic child play together using the cooperative play 
 toy . both children must follow the therapist s instructions and play the music according to 
 the simplified graphic score . the simplified score uses the animal shapes on the cooperative 
 play toy as notes , and the children participating in the game only need to play according to 
 the order of the animal graphics shown ; this allows them to finish the song . because one 
 cooperative play toy only controls four notes , the children must learn to cooperate to 
 finish playing the song . in level 3 , an autistic child and a neurotypical child operate 
 eight notes together ( two sets of cooperative play toys ) to participate in independent and 
 interleaved playing . the score must be in c major , namely c - b , and popular songs are 
 primarily used . during each stage and at the completion of the task , the therapist must attempt to guide the 
 participating children to interact and ensure their safety . results demonstration stage : the present study recruited two autistic boys 
 ( case a was 3-year - old and case b was 4-year - old ) ( table 7table 7.basic information of the patients testedpatienttestedgenderage(years)barrierpediatric neurology assessmentsocial interactionbehavioramale3high - functioning autism featurescognitive language , social interaction , and emotional 
 expression at the borderline of delayed developmentmarginalbmale4high - functioning autismgross motor and social emotional at the borderline of 
 delayed developmentmarginal ) and two age - matched neurotypical children , and an occupational therapist 
 conducted one to two therapy sessions for the two groups ( a 3-year - old group and a 
 4-year - old group ) . the therapist acted as the leader who guided the autistic child and his 
 peer to play together . the degree of interaction 
 between the autistic child and the neurotypical child in the traditional treatment mode was 
 2.1429 , whereas it was 2.8571 in the cooperative play toy mode . this outcome demonstrated 
 that , after the cooperative play toy was introduced into the play therapy , the degree of 
 interaction between the autistic child and the neurotypical child increased significantly . these results indicated that the cooperative play toy is helpful in autism play therapy . according to the c statistics of the active behavior and the response behavior , both cases 
 showed a level trend during the behavior baseline period . after the cooperative play toy was 
 introduced , the active behavior curve showed a significant upward trend . however , although 
 the response behavior improved , the overall level remained flat with outliers . this result 
 showed that the introduction of the cooperative play toy had a significant positive effect 
 on active behavior , but was less effective in altering the responsive behavior . table 8table 8.analysis of active behavior and responsive behaviorbehavior typesactive behaviorresponsive behaviorcaseababperiodbaseline periodtreatment periodbaseline periodtreatment periodbaseline periodtreatment periodbaseline periodtreatment periodnumber of observations816816816816slope of trend0.021.130.280.710.330.280.110.26stability of trendstablestablestablestablestablestablestablestablenumber range01635042260453718627average0.1315.380.7510.751.259.313.3714.43beginning and ending values0061204122610511421924c0.140.310.250.300.320.130.010.05z0.461.340.841.291.400.580.050.21 shows the c statistics results . during the baseline period , both the active 
 behavior and the responsive behavior were not significant , indicating that the behaviors 
 remained stable during the baseline period . similarly , there was no statistical significance 
 in the treatment period , indicating that the observation curve during the treatment period 
 did not display a significant changing trend . however , when the observation results of the 
 baseline period and the treatment period were compared ( table 9table 9.comparison and analysis of the periods ( treatment period / baseline period ) of 
 active and responsive behaviorsbehavior typeactive behaviorresponsive behaviorcaseababvalue change6012450192value difference+6 + 8 + 5 + 17overlap percentage0%0%18.75%31.25%c0.630.580.170.32z3.25**2.96**0.911.68**p<0.01 ) , the responsive behavior was not significantly different for case a or b. in 
 contrast , the active behavior was significantly different , indicating that the cooperative 
 play toy had a significant effect on improving the active behavior of autistic children . in the present study , a prototype of a play therapy aid that is suitable for the hfasd 
 children was successfully developed . the design theory for this cooperative play toy 
 resulted from the summary of a systematic investigation result . first , individual case 
 observations showed that there was little active behavior in autistic children ; there was 
 mainly passive behavior . this phenomenon 
 is a typical autistic feature , namely estranged , indifferent and passive behavior27 . this result is also consistent with 
 persona s conclusion , including the lack of verbal interaction , attention , and interest in 
 other things . during observation , when the autistic children lost their therapist s 
 accompaniment and assistance , the active behavior of these children would decrease 
 correspondingly ; this phenomenon was consistent with the findings of odom et al28 . second , during the expert interviews , the 
 game behavior mode of autistic children was mainly regular and involved special and 
 non - functional norms or play , such as puzzles . this suggestion will be helpful for designing 
 game rules and modes that are suitable for autistic children , to improve their behavior , 
 which lacks active interaction . additionally , the attractiveness of the toy to autistic 
 children is the most critical feature . axline and schaefer suggested that music could help 
 enhance the social and language interaction abilities of autistic patients16 . based on the qfd results , the cooperative 
 play toy developed in the present study used music controls , colorful acrylic animal 
 graphics , and varied game modes to enhance sound and light effects and attractiveness . in the present study , the clinical test results showed that , after the introduction of the 
 cooperative play toy into the autism play therapy , the degree of interaction between the 
 autistic children and their peers increased significantly ; for example , although the 
 opinions of the autistic children were different from those of their peers , the autistic 
 children felt confident in actively expressing themselves and did not hesitate to make 
 inquiries . this result showed that the cooperative play toy was effective in improving the 
 interactive ability of autistic children and that these children can benefit from play 
 therapy , as demonstrated by an improved iq and social interaction . during the test , although 
 the autistic children still could not use clear spoken language to express their emotions 
 and participate in interactions , they used non - verbal language expression as their 
 communication method through the cooperative play toy . this phenomenon is consistent with 
 the suggestion by house that a better interactive atmosphere motivates children to use 
 appropriate methods to express their feelings29 . however , because of the limitations of the experimental conditions 
 and the number of experiments , we could only preliminarily confirm the usefulness of the 
 cooperative play toy . however , during the test , the latter halves of the treatment period of 
 both the active behavior and the responsive behavior showed numerical oscillations ( sudden 
 increases and decreases ) . based on the analysis of the image recording , a likely reason was 
 that the difficulty of the games during the treatment period was increased , causing the game 
 to be interrupted at times and affecting the recording of the numerical values . based on the 
 c statistics analysis results , the cooperative play toy significantly improved the active 
 behavior of the autistic children . however , it had a relatively lower positive effect on 
 responsive behavior , potentially because the toy intervention time was too short and the 
 number of observations was insufficient . in summary , the present study has developed a set of autism cooperative play toys to serve 
 as an interactive bridge between high - functioning autistic children and their neurotypical 
 peers , thereby improving their social skills and further enhancing their life skills . the 
 experimental results showed that this cooperative play toy can significantly improve the 
 degree of interaction between children hfasd and their neurotypical peers , confirming that 
 the cooperative play toy is helpful for enhancing social interaction of autistic children . 
 in future , long - term clinical tests will be conducted to verify the continuous effectiveness 
 of cooperative play toys on the behavior development of hfasd children .
[ purpose ] one of the characteristics of autistic children is social interaction 
 difficulties . 
 although therapeutic toys can promote social interaction , however its 
 related research remains insufficient . 
 the aim of the present study was to build a set of 
 cooperative play toys that are suitable for autistic children . 
 [ subjects and methods ] this 
 study used an innovative product design and development approach as the basis for the 
 creation of cooperative play toys . 
 [ results ] the present study has successfully developed 
 cooperative play toys . compared to the traditional game therapy for autism , cooperative 
 play toy therapy can significantly improve the interactions between autistic children and 
 their peers . 
 [ conclusion ] the most critical design theme of cooperative play toys focuses 
 on captivating the interest of autistic children . based on the needs of the individual 
 cases , 
 the design of the therapeutic toy set was specifically tailored , i.e. , by 
 reinforcing the sound and light effects to improve the attractiveness of the toys . in the 
 future , 
 different play modes can be combined with this toy set to further enhance the 
 degree of interaction of autistic children and improve their quality of life and social 
 skills .