Part 1: Why child-centered play therapists should care about play-based social interventions for youth with ASD.

2019 ◽  
Vol 28 (3) ◽  
pp. 157-167
Author(s):  
Jeffrey MacCormack
Keyword(s):  
Social Interventions ◽  
Play Therapists ◽  
Child Centered

A child-centered typology for training novice play therapists.

1995 ◽  
Vol 4 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Zoe Tanner ◽  
Richard D. Mathis
Keyword(s):  
Play Therapists ◽  
Child Centered

Child-Centered Play Therapists’ Experiences of Conducting Group Play Therapy in Elementary Schools

2019 ◽  
Vol 44 (3) ◽  
pp. 184-203
Author(s):  
Sarah M. Blalock ◽  
Natalya A. Lindo ◽  
Maria Haiyasoso ◽  
Molly K. Morman
Keyword(s):  
Elementary Schools ◽  
Play Therapy ◽  
Play Therapists ◽  
Child Centered ◽  
Group Play Therapy ◽  
Group Play

Play and Speech Therapy in Schools

2017 ◽  
pp. 314-344
Author(s):  
Suzan E. Weishof
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Collaborative Practice ◽  
Therapeutic Interventions ◽  
Interprofessional Collaborative Practice ◽  
Play Therapists ◽  
Child Centered ◽  
Development Of Language ◽  
Teachers And Parents ◽  
Speech Therapists

Research over the past eight decades has demonstrated strong correlations between the development of play and the development of language in young children. Play and speech therapists share a common child-centered, play-based approach to therapeutic interventions. The growing trend of service delivery within the school setting, along with professional ethical requirements, has led to the necessity of play therapists, speech therapists, teachers, and parents to work collaboratively in promoting holistic, comprehensive intervention plans that serve children's best interests. Based on the healthcare field's model of interprofessional collaborative practice, the purpose of this chapter is to define areas of common practice among speech and play therapists and to propose a model of interprofessional collaborative practice within a school-based context.

The developmental journey of child-centered play therapists: A phenomenological study.

2021 ◽  
Author(s):  
Tiffany P. Brooks ◽  
Jeff L. Cochran ◽  
Nancy H. Cochran ◽  
Marlon Johnson ◽  
Katherine Tebo
Keyword(s):  
Phenomenological Study ◽  
Play Therapists ◽  
Child Centered

Play and Speech Therapy in Schools

2019 ◽  
pp. 186-216
Author(s):  
Suzan E. Weishof
Keyword(s):  
Speech Therapy ◽  
School Setting ◽  
Collaborative Practice ◽  
Therapeutic Interventions ◽  
Interprofessional Collaborative Practice ◽  
Play Therapists ◽  
Child Centered ◽  
Development Of Language ◽  
Teachers And Parents ◽  
Speech Therapists

Research over the past eight decades has demonstrated strong correlations between the development of play and the development of language in young children. Play and speech therapists share a common child-centered, play-based approach to therapeutic interventions. The growing trend of service delivery within the school setting, along with professional ethical requirements, has led to the necessity of play therapists, speech therapists, teachers, and parents to work collaboratively in promoting holistic, comprehensive intervention plans that serve children's best interests. Based on the healthcare field's model of interprofessional collaborative practice, the purpose of this chapter is to define areas of common practice among speech and play therapists and to propose a model of interprofessional collaborative practice within a school-based context.

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