Child-centered play therapy for children with autism spectrum disorder.

2015 ◽  
pp. 257-274
Author(s):  
Maureen C. Kenny ◽  
Laura H. Dinehart ◽  
Charles B. Winick
Keyword(s):  
Autism Spectrum Disorder ◽  
Play Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Child Centered ◽  
Child Centered Play Therapy

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).

scholarly journals Implementation of Augmented Reality in Pretend Play Therapy for Children with Autism Spectrum Disorder

2019 ◽  
Vol 1235 ◽  
pp. 012104 ◽  
Author(s):  
M F Syahputra ◽  
A P Angkasih ◽  
S Purnamawati ◽  
U Andayani ◽  
D Abdullah ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Play Therapy ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

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.

Assessment of Communication in Children With Autism Spectrum Disorder in South India: Influence of Environment

2018 ◽  
Vol 41 (1) ◽  
pp. 34-41
Author(s):  
Murugesan Krupa ◽  
Prakash Boominathan ◽  
Swapna Sebastian ◽  
Padmasani Venkat Ramanan
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Environment ◽  
Children With Asd ◽  
Child Interaction ◽  
Child Centered ◽  
And Performance ◽  
Verbal Output

Assessment of communication skills in children with autism spectrum disorder (ASD) is challenging in an unfamiliar clinical environment due to their limited verbal output and inadequate motivation to communicate. To analyze whether the communication sample recorded at clinic represents the child’s competence and performance, this study compared caregiver–child interaction in 24 to 48 months old children with ASD ( n = 10, M = 38.2 months) at clinic and home. The 30-minute caregiver–child interaction at clinic and home was video recorded and analyzed for frequency of pragmatic acts (initiations and responses) and duration of joint engagement. Results indicated that children initiated and responded more at home than at clinic, whereas caregivers initiated and responded more at clinic. The study provides evidence that communication profile of children with ASD in multiple environments needs to be considered for obtaining representative and reliable communication sample for child-centered assessment and intervention.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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