A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children With Autism Spectrum Disorder in Educational Contexts
Review Journal of Autism and Developmental Disorders
O’Keeffe, C., & McNally, S. (2023).
Review Journal of Autism and Developmental Disorders, 10(1), 51-81.
This systematic review investigates the effects of play-based interventions on social communication for children on the autism spectrum in educational contexts.
Not stated
2000-2020
Empirical research
9
Findings were not conclusive but did support implementing play-based interventions targeting social communication within classroom settings. Most interventions incorporated play appropriate to the child's interests and level of development. Most used guided play or semi-structured play involving an adult. Peers, including typically developing peers and peers on the autism spectrum, were often incorporated into play-based treatments, either as play-partners in a group setting or as peer-mediators. Most studies used naturalistic developmental behavioral approaches such as Joint Attention, Symbolic Play, Engagement, and Regulation. Outcomes targeted were frequency of social initiations and responses as well as joint attention.
