The Effects of Play Therapy on Learning in Autistic Children: A Study

This research proposal investigates the effectiveness of play therapy as a tool to enhance learning in autistic children. The study aims to understand the theoretical underpinnings of learning in the context of autism, explore the pathophysiology of the condition, and evaluate the potential of integrating play-based strategies into mainstream learning programs. The methodology includes a review of existing literature, the formulation of research questions and hypotheses, and a discussion of the anticipated results. The proposal also outlines the significance of the research, emphasizing the potential for developing autism-friendly learning environments and improving outcomes for autistic children. The study will compare two groups of adolescents, high-functioning individuals (HFA) and those with optimal outcomes (OO), examining their responses to different stimuli and assessing factors related to categorization abilities. The research is expected to contribute valuable insights into the benefits of play therapy, offering recommendations for educators and parents to support the development and well-being of autistic children.

PLAY THERAPY TO INDUCE LEARNING IN
AUTISTIC CHILDREN
INTRODUCTION

1.1 Introduction
Autism can be defined as a developmental disorder that is characterized by extreme difficulties
in communication and social interaction. The symptoms often included repetitive and restricted
behavior. The signs of autism are usually noticeable during the first few years of a child's
growth. The aforementioned signs can gradually develop, though some kids reach
developmental milestones at fairly normal rates prior to their worsening stage. Autism can be
associated to the blend of environmental and genetic factors. Risk parameters during pregnancy
involve certain inferences.
As the flexible, social, as well as imaginative qualities are found to be not so developed in
children with autism, play therapy also referred to as PT helps to change the methods of playing
in children and also helps in providing an opportunity to them to interact easily with others.
Playing, helps in terms of interrupting response as well as redirecting, and causing displacement
and decrease the stereotypical behaviors. Self-stimulation and proper game are found to be
inversely proportional to each other. One of the methods as recognised to be effective to deal
with self-stimulation is by using their favorite objects and things in play therapy. It is also
recognised that playing with toys at the time of behavioral intervention tend to reduce the
stereotypical behaviors. Furthermore, the children suffering from autism tend to act better and
will be happy after the practice of behavioral interventions. Furthermore, play therapy have led
to the enhancement of verbal expression, their progressive engagement, as well as sustained
interaction in the society
This research focuses on the efficiency of play-learn techniques to ensure conveying
information. The next segments of the chapter involve a thorough study on the literature
followed by the methodology that explains the steps that have been undertaken in the research.
The findings will be discussed in the results sections and further discussed in the later chapters.
The concluding chapter will strengthen the study with appropriate recommendations and future

scope.
1.2 Background
Play therapy is conceived as an equipment to provide psychotherapy to the young learners who
have been coping with anxiety, trauma and other mental illness. In the context of autism, play
therapy is a mannerism for the children to be aware of their needs and deduce appropriate
coping mechanisms. As opined by Banire, Jomhari and Ahmad (2015), play therapy is not
similar in application for mental illness and learning disabilities. Specialists offering play
therapy through providing Floortime Therapy. It is a common play-based approach that drives
the interests of autistic children to develop healthy communication and social relationships.
Autism is derived from a large category of social-communication disability. Children suffering
from autism can find difficulties to associate to people in typical mannerism. Play therapy can
be an influential approach to aid learners to move implement self-absorption in real time and
shared interactions. In case of appropriate application, this therapy can allow autistic children to
discover their environment, feelings and relationships with their peers. Hence, it can be
discussed that conventional learning programs must take into consideration of a learning
therapy that can aid autistic children to take a focal role in their own growth and development.
Play therapy must be taught to teachers and parents, to incorporate it in the daily regime of their
autistic child. As a result, it can build a positive and stronger relationship. This may include the
care to engage with the child through a medium of informal play. For instance, teachers may set
out multiple toys that can raise interest in the child. Chahboun et al. (2016) comment this may
cater to the development of decision-making skills of the autistic child as per their own
preferences. Overdue time, teachers may work alongside the autistic child to formulate
reciprocal skills, such as turn-taking, sharing. It may also involve abstract thinking and
imaginative skills. With gradual development, the child gets better in formulating relational
skills with other learners in the group.

1.3 Aim and objectives
The aim of this research is to understand the effect of play on learning approaches of an autistic
child. The objectives of this research are given below.
To evaluate the theoretical underpinnings of learning and their association to autism⦁
To understand the pathophysiology of autism in the early years of growth⦁
To review the plausible incorporation of play-strategy in mainstream learning programs⦁
To recommend strategies for schools to develop an autism-friendly learning environment⦁
1.4 Research questions
The research questions are given below.
What are some theoretical underpinnings of learning and their association to autism?⦁
What is the pathophysiology of autism in the early years of growth?⦁
How can one plausibly incorporate play-strategy in mainstream learning programs?⦁
What strategies can be recommended for schools to develop an autism-friendly learning⦁
environment?
1.5 Research hypothesis
Two hypotheses have been considered here. H0 is null hypothesis and H1is an alternate
hypothesis.
H0: Play-based strategies have no significant benefits on learning in a child suffering from

autism.
H1: Play-based strategies can improve learning in a child suffering from autism.
1.6 Rational & Significance of the research
Autism is termed as a major developmental disorder that may appear in first years of a child.
This disability adversely affects normal development of the brain thereby reflecting the absence
in communication abilities. A number of healthcare service providers pursue the avenues to aid
individual struggles with learning disabilities like autism (Virnes, Kärnä and Vellonen, 2015).
This study can aid the process of learning about autism and interventions that can make
information accumulation easier for an autistic child. The new concepts behind this imbalance
can originate new healing modes. Adolescents suffering from this disorder can be checked for
considerable deficiencies in iron, omega-3s and zinc. There can be an emerging proof, which
select medical practitioners can deem to be effective against this. For instance, preliminary
findings of Chahboun et al. (2016) suggest compound learning methods that are used in the
conventional learning systems can reduce difficulties. Henceforth, it is significant that the
research may set the founding base for investigating a collaborative effect of play therapy on
autistic children.
1.8 Summary
Play therapy can be considered as a tool to help autistic children to become aware of their
surroundings and information. Teachers must be able to intervene during learning sessions to
advise appropriate mannerisms to address the issue. Mealtimes can be difficult at these confined
systems for sensitive children towards certain flavours or textures. As a result, children may be
hyperactive and face hardships to calm down and observe social norms. Under appropriate
circumstances, play therapy can serve as an effective equipment to aid parents and teachers to
relate to the needs of their autistic children. This chapter introduces the research study that will

in the later stages focus on the autism spectrum and the children who are hindered by the
relevant disabilities. Overall, it can be summarised that play groups can bring significant
progress to the learning experiences of an autistic child.
Methodology
The present study will tend to investigate the category inductions of two groups of young
adolescents (HFA, & OO). The groups will be asked to explain the arrays physical properties.
By considering some earlier findings which indicates a few category knowledge, it is expected
that HFA (i.e., high-functioning individuals) will depict an interest to extend the features of the
diverse arrays; however, it is also expected that some preferences in terms of consistent
diversity from HFA than OO children. The scores of children’s diversity preference will be
compared with their present concurrent language as well as the scores of non-verbal IQ , their
scores of adaptive functioning, and to make a certainty about the the factors which are likely to
be closely related with their ability of categorization (Kossyvaki & Papoudi 2016). The
categorization will be decided on the basis of inclusion and exclusion criteria. The studies stated
that the inclusion criteria will include the empirical data, systematic information of the
electronic database will be collected from PsycINFO and ERIC education resources information
center written in English language. The present study reflects the participants with autism
which tend to provide a detail of considering independent variable of the research. Some
interventions will be identified in the study based on traditional targeting skills for improving
the schedules of activity as well as social social stories, interventions focused on developing
areas after assessing the play.
Participants
Participants which will be included in the study consists of 12 adolescents who have a history

of ASD and have achieved the optimal outcomes (i.e., OO), in which 10 will be identified for
high-functioning adolescents who underges the recent ASD diagnosis (i.e., HFA), and 2 have a
history of ASD who have the achieved the optimal outcomes (i.e., OO). The participants in the
present study will kept in a range of 9 years-16 years. The 2 groups were matched on the basis
of their age, and gender, while both the groups have the minimum possibility of on nonverbal
IQ (p> .50) however, they are significantly different based on on verbal i.e., IQ level
(DiGennaro Reed, Hyman & Hirst 2011).
Materials
Half of the studies failed to provide detailed of frequency while considering play intervention
and duration of the play intervention. The remaining studies provided detail that ranged from
two weeks to six months which was delivered twice. There was one study in which the
participants provided daily input for two weeks (DiGennaro Reed, Hyman & Hirst 2011). The
duration per session for play intervention was 50 minutes. There was a study that used materials
from Early years including outdoor equipment, climbing structure, sand trays, video camera,
etc.
Procedures
The research design will consists of evaluation administration over the time period of 2-3
testing sessions inside a quiet room along with an examiner and might last for about 6 hours. In
some cases, interviews of the parent will be conducted progressively by the help of a second
examiner which will last for around 3 hours for both the OO and HFA groups (Argyropoulou &
Papoudi 2012). Eight studies were considered to be weak as the base of analysis was weak and
adequate information about participant and characteristics was not mentioned. For secondary
quality indicators, the procedural fidelity was provided with social validity and blind raters.
There were number of interventions in study and this reflected the teach play skills to autism

children. The interventions were classified with unanimous categories that has challenging task
to be carried out with developmental and behavioral based interventions (Dykstra et al 2012).
There were six studies that majorly targeted social play and joint engagement. Five studies
focused on pretend play and in two studies children worked on specific actions and play scripts
such as cooking and gardening.
Graph 1: DV against groups OO and HFA
Results
The majority of the studies reflected on play therapy that conducted the interventions for autism
children. This is a crucial importance that is provided from the research studies that worked as a
predominant analysis in laboratories and trained therapists while focusing on the essence of
play therapy to autism children. The research aims at providing a highlight of school-based
research. The importance of play therapy is examined in the research where teachers work with
children to help them understand the importance of knowledge with the help of play therapy.
The research analysis provides a natural importance of involving and evaluating the basis of
teaching strategies and efficacy of interventions. In terms of adaptive functioning, the OO group

will be analysed for significance in high level of communication as well as the scores of
socialization, with a marginal high score of daily living as compared to HFA group. The
significance will be measured in both the groups i.e., OO and HFA. The graph plotted for
groups against dependent variable will provide an estimate of the results that will be obtained in
the study. The children focused on developing academic and communication skills which
gradually improved with play interventions and specialist settings. The age of the children
should be considered while focusing on research as 12 years old has a lower frequency of
teaching skills that is based on play therapy. Play therapy can be really a good play-based
intervention for later school years (Lawton & Kasari 2012). During the adolescent years, there
are possible times where autism children lack communication and understanding of concepts.
outdoors and other athletic games for children more than 12 years old will appropriately
understand the teaching skills.
Discussion
The issue in this research is that autistic children often feel incompetent to coordinate their
learning needs as per conventional teaching programs. The researcher thus describes behaviours
that can make the parents aware of the learning needs and preferences of their autistic children.
As opined by Faja et al. (2017), the challenges of an autistic child can be reduced by offering a
person-centred learning strategy in nursery or preschool lessons. The study focuses on
adaptation of the curriculum to current needs of the children and appropriate training for the
staff to cater to all kinds of students. A common form of difficulty can be noticed in autistic
children relevant to toilet training. There can be events where grown up children require help to
understand the function of a toilet or the need to observe formal norms during the practice.
These children are not misbehaving, they are merely finding it difficult to adjust to established
social rules.
This is an issue because, needs of each child can be different. Hence it is essential for the carers

and the teachers to spend time in order to develop a bond between themselves and the students.
The autism and considered behaviours of children in their early growth years can display
certain behaviours that can indicate autism. Some children can be already diagnosed, while
others start on this process at their respective primary education centres. The concept of change
can be frightening to autistic children. Gdalyahu et al. (2015) note 23% of these learners can
struggle with minute changes, such as different colours or coping with communication gap in a
larger group. As a result, it is critical to understand the needs and preferences of each child
irrespective of their position in the autism spectrum.
This is an issue at present owing to children suffering from autism, exhibit a varied behavioural
range that includes difficulties in associating others and comprehending norms. They may also
face difficulty in communicating, both verbal and non-verbal manner. They also confront
complications with flexible thinking and learning that hinders their capacity to cope with
sudden change of plans. As opined by Macintyre (2016), a majority of young children suffering
from autism face difficulty in processing sensory data and this can influence their behaviour. It
can be noticed that an autistic child tends to dislike loud and unfamiliar noises or harsh light.
They can also wriggle in their seats owing to their constant search for sensory feedback
(Trawick-Smith, Swaminathan and Liu, 2016).
Conclusion
This research will shed light on the varied learning programs that can reduce the challenges
faced by young autistic children in terms of communication. It will help the children on autistic
spectrum to develop abilities that can confront their problems in communication. Both
theoretical underpinnings and practical knowledge can ensure simple language through
constructive supports. Teachers may aid in their learning processes through catering to their
sensory needs and associating their abilities to help them adapt to their immediate environment.
Children on visible autistic spectrum may often require specific routine to help comprehend

their ambience. In this case, teachers may use visual supports to convey this routine and display
it in class.

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