Intensive Child‐Centered Play Therapy for Children on the Autism Spectrum: A Pilot Study

2020 ◽  
Vol 98 (1) ◽  
pp. 63-73 ◽  
Author(s):  
April A. Schottelkorb ◽  
Karrie L. Swan ◽  
Yumiko Ogawa
Keyword(s):  
Pilot Study ◽  
Play Therapy ◽  
Autism Spectrum ◽  
Child Centered ◽  
Child Centered Play Therapy

Simulation modeling analysis of sequential relations among therapeutic alliance, symptoms, and adherence to child-centered play therapy between a child with autism spectrum disorder and two therapists

2017 ◽  
Vol 22 (3) ◽  
pp. 455-466 ◽  
Author(s):  
Geoff Goodman ◽  
Hyewon Chung ◽  
Leah Fischel ◽  
Laura Athey-Lloyd
Keyword(s):  
Autism Spectrum Disorder ◽  
Therapeutic Alliance ◽  
Play Therapy ◽  
Simulation Modeling ◽  
Child Psychotherapy ◽  
Autism Spectrum ◽  
Autism Symptoms ◽  
Modeling Analysis ◽  
Child Centered ◽  
Child Centered Play Therapy

This study examined the sequential relations among three pertinent variables in child psychotherapy: therapeutic alliance (TA) (including ruptures and repairs), autism symptoms, and adherence to child-centered play therapy (CCPT) process. A 2-year CCPT of a 6-year-old Caucasian boy diagnosed with autism spectrum disorder was conducted weekly with two doctoral-student therapists, working consecutively for 1 year each, in a university-based community mental-health clinic. Sessions were video-recorded and coded using the Child Psychotherapy Process Q-Set (CPQ), a measure of the TA, and an autism symptom measure. Sequential relations among these variables were examined using simulation modeling analysis (SMA). In Therapist 1’s treatment, unexpectedly, autism symptoms decreased three sessions after a rupture occurred in the therapeutic dyad. In Therapist 2’s treatment, adherence to CCPT process increased 2 weeks after a repair occurred in the therapeutic dyad. The TA decreased 1 week after autism symptoms increased. Finally, adherence to CCPT process decreased 1 week after autism symptoms increased. The authors concluded that (1) sequential relations differ by therapist even though the child remains constant, (2) therapeutic ruptures can have an unexpected effect on autism symptoms, and (3) changes in autism symptoms can precede as well as follow changes in process variables.

scholarly journals EFEKTIFITAS CHILD CENTERED PLAY THERAPY UNTUK MENINGKATKAN KEMAMPUAN JOINT ATTENTION PADA ANAK AUTISM SPECTRUM DISORDER

2018 ◽  
Vol 1 (2) ◽  
pp. 360
Author(s):  
Maria Novitawati ◽  
Ediasri Toto Admodiwirjo ◽  
Debora Basaria
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Play Therapy ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Test Design ◽  
Child Centered ◽  
Post Test ◽  
Child Centered Play Therapy

Anak Autism Spectrum Disorder (ASD) kesulitan mengembangkan dan menumbuhkan kemampuan sosial dan emosi dalam pola yang sama dengan perkembangan anak seusianya. Anak ASD seringkali memiliki kesulitan untuk menginisiasi sebuah permainan dan secara umum tidak menyukai interaksi sosial timbal balik. Defisit joint attention merupakan core yang ditampilkan oleh anak ASD dalam kriteria DSM 4 (APA,1994). Child Centered Play Therapy (CCPT) adalah terapi yang memiliki salah satu area tujuannya yaitu joint attention. Penelitian sebelumnya menyebutkan, CCPT dapat efektif untuk meningkatkan kemampuan joint attention sehingga meningkatkan kemampuan berinteraksi sosial bagi anak dengan ASD. Tujuan penelitian ini adalah mengetahui efektivitas CCPT untuk meningkatkan kemampuan Joint Attention pada anak ASD sehingga mampu merespon dan terlibat dalam lingkungan sosial. Desain penelitian ini menggunakan metode kuantitatif dengan single case-experiment pre-testpost-test design dengan mengukur skor kemampuan joint attention meliputi kemampuan inisiative joint attention (IJA) dan kemampuan response joint attention (RJA) pada anak ASD dengan usia tiga tahun saat sebelum dan sesudah diberikan CCPT. CCPT diberikan sebanyak dua puluh sesi terapi selama empat minggu. Berdasarkan hasil penelitian yang dilakukan, ditemukan bahwa Child Centered Play Therapy (CCPT) dapat meningkatkan inisiative joint attention (IJA) dengan perbandingan skor pada post-test lebih tinggi (77,56) dibandingankan dengan pre-test (38,12).

Effectiveness of child-centered play therapy among marginalized children.

2019 ◽  
Vol 28 (2) ◽  
pp. 88-97
Author(s):  
Phyllis B. Post ◽  
Christa B. Phipps ◽  
Ami C. Camp ◽  
Amy L. Grybush
Keyword(s):  
Play Therapy ◽  
Child Centered ◽  
Child Centered Play Therapy

Transgender and gender-expansive affirming child-centered play therapy.

2021 ◽  
Vol 30 (2) ◽  
pp. 146-156
Author(s):  
Rebekah Byrd ◽  
Sonya Lorelle ◽  
Emily Donald
Keyword(s):  
Play Therapy ◽  
Child Centered ◽  
And Gender ◽  
Child Centered Play Therapy

Comparing of the Effectiveness of Child-Centered Play Therapy and Child-Parent Relationship Therapy (CPRT) on the Affective Style in Children with Separation Anxiety Disorder

2021 ◽  
Author(s):  
Seyyedeh Masoumeh Seyyedi Andi ◽  
Mahmoud Najafi ◽  
Isaac Rahimian Boogar
Keyword(s):  
Anxiety Disorder ◽  
Play Therapy ◽  
Primary Schools ◽  
Separation Anxiety ◽  
Separation Anxiety Disorder ◽  
Affective Style ◽  
Child Centered ◽  
And Control ◽  
Child Centered Play Therapy ◽  
Experimental Group

Aims: The purpose of this study was to compare the effectiveness of child-centered play therapy and (CPRT) on the affective styles in children suffering from separation anxiety disorder. Method: The research method was semi-experimental with pre-test and post-test and control groups. The statistical population of this study consisted of all female students with separation anxiety in the fifth and sixth grades of primary schools in city of Babol, of whom 45 of these students were selected via random sampling, and were randomly divided into three groups: experimental group-1, experimental group-2 and control group. The first experimental group received child-centered play therapy with Axline approach in sixteen 45-minute sessions, and the second experimental group were taught (CPRT) ten 2-hour sessions. The research instruments were questionnaire (form d) of the children Symptoms Inventory (Sprafkin, Lani & Gadow, 1994) and the Affective Style Questionnaire (Hofmann & Kashdan, 2010) . Covariance was used to analyze the data. Findings: The results showed that both interventions play an effective role in improving the affective styles in children with separation anxiety disorder. Moreover, there was a significant difference between the effectiveness of (CPRT) and child-centered play therapy and the (CPRT) was more effective in improving the affective styles there (p< 0/05). Conclusions: CPRT training can be considered as a more suitable alternative in improving the affective styles as well as in improving the psycho-cognitive symptoms of children with separation anxiety disorder.

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