Aim of the study:
This study was performed to investigate the effectiveness of play-based empathy training on social skills improvement in autistic students.

Subject or material and methods:
it was a preliminary study with a pretest-posttest design, and a control group. The statistical population consisted all students with autism spectrum disorders in Rasht city in academic year 2016-17. The sample included 8 students selected via convenience sampling method, put randomly into the experimental (N=4) and control group (N=4). After taking the pretest through Social Skills Assessment (stone et al, 2010), the experimental group participated in 18 sessions (45-minutes) of play-based empathy training, while the control group received no intervention. At the end, the posttest was performed on both groups.

Results:
The results showed that play-based empathy training could improve social skills in autistic students.

Discussion:
The results provide support for the role of play-based empathy training in improving social skills and psychological health in students with Autism Spectrum Disorders.

Conclusions:
The results provide support for the role of play-based empathy training in improving social skills and psychological health in students with Autism Spectrum Disorders.