Abstract
Collaborative pretend play provides an important cognitive, linguistic, and social intervention context. In this paper, the nature of collaborative pretend play is discussed and a rationale is provided for its inclusion in an overall language intervention programme. The development of pretend play is reviewed, highlighting prerequisite skills necessary to succeed in this context. A protocol is presented for identifying specific strengths and needs in collaborative pretend, which leads to goal setting and intervention strategies. A child study is used to illustrate the assessment and intervention process.