A Play Therapy Approach for Addressing Social Communication and Behavioral Challenges in Children with Autism

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-12, Impac Fac o : 8.266
Page No. 5577-5602
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5577
A Play The apy App oach o Add essing Social Communica ion and Beha io al
Challenges in Child en wi h Au ism
Eliza E ika Gabuna Rebong
Uni e si y o Pe pe ual Help Sys em Dal a
ABSTRACT: This s udy aimed o explo e he li ed expe iences o Special Educa ion eache s in implemen ing he play he apy
app oach o add ess social communica ion and beha io al challenges among child en wi h au ism spec um diso de . Using a
quali a i e phenomenological app oach, da a we e collec ed h ough in-dep h, semi-s uc u ed in e iews wi h i e special
educa ion eache s who we e expe s in Play The apy. Findings e ealed ha play he apy os e ed long- e m imp o emen s in
social communica ion, ecip oci y, and emo ional egula ion, wi h eache s se ing as key acili a o s who ex ended he apeu ic
gains in o daily class oom and pee in e ac ions. Howe e , pe sis en challenges eme ged, including limi ed esou ces, inadequa e
aining, la ge class sizes, and insu icien adminis a i e suppo , unde sco ing he need o p o essional de elopmen , imp o ed
access o ma e ials, educed eache -s uden a ios, and s onge collabo a ion among s akeholde s. The s udy u he
emphasized he cen ali y o in e disciplina y collabo a ion, iden i ying i e co e hemes, sha ed esponsibili y, in eg a ion wi h
indi idualized educa ion plans (IEPs), collec i e p oblem-sol ing, capaci y-building, and sus ainabili y, ha highligh ed he
impo ance o eamwo k and ins i u ional commi men . Insigh s om eache s li ed expe iences ein o ced he alue o play
he apy as a suppo i e con ex o communica ion, con idence-building, and social ecip oci y, while s essing he necessi y o
e hical p ac ices such as con iden iali y and espec o indi iduali y. Culmina ing in he de elopmen o he Rebong Teache -
In o med Play The apy Implemen a ion F amewo k, he s udy p esen ed a p ac ical, eache -g ounded guide encompassing
assessmen , cus omized in e en ions, esou ce suppo , collabo a ion, moni o ing, and sus ainabili y. O e all, he indings
con ibu ed o s eng hening he in eg a ion o play he apy in special educa ion, ensu ing ha child en wi h ASD ecei e holis ic,
sus ained, and e hically g ounded suppo .
KEYWORDS: au ism spec um diso de , beha io al de elopmen , challenges, play he apy, special educa ion
INTRODUCTION
Child en's play ac i i ies os e ed he de elopmen o undamen al compe encies like social communica ion skills. In ac ion, play
he apy o e ed s a egies o he apeu ic pa icipa ion, skill acquisi ion, and de elopmen al engagemen o child en diagnosed
wi h au ism spec um diso de (ASD), who s uggled wi h social and in e ac i e engagemen challenges. These app oaches we e
gaining ecogni ion o hei e ec i eness in special educa ion when used wi hin e idence-based amewo ks like Play The apy.
Social communica ional de ici s posed signi ican challenges o indi iduals wi h au ism spec um diso de as i hinde ed hei
abili y o s a and main ain socially ecip ocal ela ionship, ead non- e bal communica ion, and unde s and ecip ocal
ela ionship dynamics. These gaps in social communica ion skills could hinde one’s educa ional a ainmen , hei abili y o
in eg a e socially, and mos impo an ly, hei o e all li e quali y. Add essing hese challenges in a ocused manne posed
inno a i e in e en ion s a egies ha we e in e es ing o child en and easy o in eg a e in o educa ional en i onmen s (Simacek
e al., 2020).
Special educa ion eache s we e keys in deli e ing hese in e en ions in educa ional con ex s. As p ima y p ac i ione s,
hey mus adap esea ch-in o med s a egies o suppo he lea ning and de elopmen o child en wi h au ism spec um diso de
in ypical class oom en i onmen s. None heless, he success ul applica ion o play he apy posed unique knowledge, skill, and
s a egy equi emen s ha could c ea e ba ie s o many educa o s. While he e was accumula ing e idence in a o o using
play he apy o child en wi h au ism spec um diso de , he e was li le known ega ding how special educa o s unde s and,
implemen , and expe ience hese s a egies in p ac ice.
A Play The apy App oach o Add essing Social Communica ion and Beha io al Challenges in Child en wi h Au ism
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López-Nie o e al 2022 sugges ed ha he e we e gaps in he li e a u e speci ically ocusing on de eloping usable guidelines o
clinically based play in e en ions sui able o educa ional use. This was especially so a he in e sec ion o play he apy, whe e
he need o s uc u e inhe en in beha io al echniques mus be balanced wi h uns uc u ed child-led ee play.
Thus, he goal o he cu en s udy was o help ill his gap by ocusing on special educa o s' expe iences using play
he apy o acili a e social communica ion skills and beha io in child en wi h au ism. In o med by he accoun s and pe spec i es
o he special educa o s hemsel es, his quali a i e s udy also aimed o elucida e he ba ie s, s a egies and ou comes ha
educa o s aced in using play o social communica ion in e en ion. Th ough hese explo a ions, his esea ch aimed o in o m
he de elopmen o si ua ion-speci ic, p ac ical in e en ion s a egies ha a e easie o adop in o special educa ion class ooms.
This esea ch had impo ance o a a ie y o people in e es ed in he ield o special educa ion. Fo p ac i ione s, i
highligh ed some o he s a egies o o e come challenges in using play he apy. Fo eache educa o s, i o e ed da a ha could
be used o designing p o essional de elopmen and p e-se ice aining p og ams. Fo schola s, i added o he unde s anding o
he ansla ion o e idence-based in e en ions in o p ac ice in educa ional se ings. This s udy impo an ly ocused on child en
wi h au ism, as i sough o imp o e he e ec i eness o play he apy aimed a enhancing hei social communica ion skills in
ad ocacy, he eby imp o ing educa ional ou comes and quali y o li e.
RESEARCH QUESTION
This esea ch in ended o de e mine how special educa ion eache s used play he apy o social communica ion and beha io al
challenges in child en wi h au ism spec um diso de (ASD).
Speci ically, his s udy sough o answe he ollowing ques ions:
1. Wha a e he long- e m e ec s o play he apy on child en wi h au ism spec um diso de , and how do special educa ion
eache s con ibu e o i s implemen a ion?
2. Wha challenges, esou ce needs, and ecommenda ions do special educa ion eache s iden i y in implemen ing play
he apy wi hin special educa ion se ings?
3. Wha co e hemes eme ge om eache s’ signi ican expe iences in implemen ing play he apy h ough in e disciplina y
collabo a ion?
4. Wha insigh s can be d awn om eache s li ed expe iences in using play he apy o add ess social communica ion and
beha io al challenges in child en wi h Au ism?
5. Wha amewo k can be de eloped om eache s sha ed expe iences and ecommenda ions o enhance he
implemen a ion o play he apy o child en wi h Au ism?
SCOPE AND LIMITATION OF THE STUDY
This s udy explo ed he expe iences and pe cep ions o special educa ion eache s who employed play he apy o suppo social
communica ion and add essed beha io al challenges in child en wi h au ism spec um diso de (ASD). I speci ically ocused on
eache s as he p ima y pa icipan s, since hey se ed as ca e coo dina o s and educa ional decision-make s in special educa ion
se ings. The esea ch examined wha hese eache s concep ualized abou play he apy, how hey p ac iced and adap ed i , he
challenges hey aced, and he achie emen s hey gained when implemen ing his app oach. Conduc ed h ough a quali a i e
esea ch design, he s udy u ilized in e iews o cap u e au hen ic na a i es om eache s, he eby gene a ing insigh s in o he
eali ies, s eng hs, and limi a ions o play he apy implemen a ion. Ul ima ely, his ocus aimed o p o ide a deepe
unde s anding o how play he apy could be e ec i ely used o add ess he unique social communica ion and beha io al needs
o young child en wi h Au ism.
The s udy was limi ed o special educa ion cen e s, which p o ided s uc u ed lea ning en i onmen s o child en wi h
disabili ies, and did no include inclusi e class ooms, mains eam schools, o home-based in e en ions. I a ge ed eache s li ed
expe iences du ing a speci ic ime ame a he han a long- e m, longi udinal p ocess. By cen e ing on child en wi h ASD aged wo
o eigh yea s, he s udy unde sco ed he c i ical impo ance o ea ly in e en ion. The pa icipan s o his s udy we e limi ed o
special educa ion eache s wi h di ec expe ience in using play he apy o child en wi h au ism spec um diso de (ASD), excluding
o he p o essionals such as speech-language pa hologis s, occupa ional he apis s, and physical he apis s, as he ocus was on
eache s li ed expe iences as key ca e coo dina o s and educa ional decision-make s. The s udy was con ined o special educa ion
cen e s a he han inclusi e class ooms, mains eam schools, o home-based in e en ions, and a ge ed child en aged wo o
eigh yea s o emphasize he de elopmen al impo ance o ea ly in e en ion, he eby excluding adolescen s and young adul s
wi h ASD. I examined only play he apies ha in eg a ed social communica ion p ac ices, while o he in e en ions such as speech
he apy, occupa ional he apy, o pu ely ela ionship-based app oaches we e ou side he scope. These delimi a ions sha pened
A Play The apy App oach o Add essing Social Communica ion and Beha io al Challenges in Child en wi h Au ism
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he ocus on eache s’ pe spec i es wi hin specialized se ings, while also limi ing he gene alizabili y o indings o b oade
popula ions, con ex s, o al e na i e in e en ions.
RESEARCH DESIGN
The ocus o his esea ch cap u ed and desc ibed special educa o s' expe iences wi h implemen ing play he apy o social
communica ion skills in child en wi h au ism spec um diso de . Fo his pu pose, a quali a i e me hodology was applied.
Quali a i e esea ch was app op ia e o unde s anding complex phenomena wi hin hei con ex , and when he esea che
in ended o unco e pa icipan s' meanings o e en s (Mey, 2022).
This s udy adop ed a quali a i e phenomenological app oach because i s esea ch ques ions conce ned unde s anding he
expe iences and iews o special educa o s, no o mula ing o analyzing speci ic a iables. Singh (2021) made a dis inc ion
be ween expe imen al s udy, which inco po a ed a iable manipula ion in a con olled se ing, and explo a o y s udy, which
in es iga ed phenomena ha could no be adequa ely examined h ough de ine manipula ion. Implemen ing play he apy was
he s udy’s ocus, which made i explo a o y in na u e because i aimed o unde s and how such app oaches we e implemen ed
wi hin mul idimensional educa ional se ings.
The implemen a ion o educa ional s a egies mean he e we e many pe sonal meanings, con ex ual ac o s, and quali a i e
adap a ions ha bes cap u ed h ough inqui y. Quali a i e inqui y, as Mey (2022) no ed, “wo ks wi h smalle numbe o cases,
and quali a i e analysis allows examining o wha ma e s on a deepe o he indi idual le el, and no om a b oade blanke
pe spec i e.”
DATA GATHERING
Da a o his s udy was ga he ed h ough semi-s uc u ed in e iews wi h special educa ion eache s. The in e iews ook place
in special educa ion cen e s in Pa añaque. These cen e s we e chosen as he ocus o he esea ch due o he a ailabili y o
in eg a ed p og ams o child en wi h au ism spec um diso de and he p esence o special educa o s quali ied in he use o play
he apy o social communica ion skills ad ancemen . Special educa ion cen e s included in his s udy sha ed se e al
cha ac e is ics such as i s , hey p o ided specialized educa ional se ices speci ically designed o child en wi h au ism spec um
diso de (ASD) and o he de elopmen al disabili ies, Second, hey employed special educa ion eache s who had aining and
expe ience in implemen ing play he apy. Thi d, hey se ed child en wi hin he ea ly childhood and elemen a y age ange om
wo o eigh yea s. These se ings we e ideal o explo ing he esea ch ques ions as hey ep esen ed con ex whe e Play The apy
a e egula ly implemen ed as pa o educa ional p og amming o child en wi h au ism spec um diso de . This esea ch u ilized
semi-s uc u ed in e iews in ga he ing in o ma ion in es iga ed he expe iences o special educa o s in using play he apy o
social communica ion skills de elopmen in child en wi h au ism spec um diso de .
RESULTS
This chap e epo s esul s om a quali a i e explo a ion o he expe iences o special educa o s using play he apy app oaches
o add ess social communica ion and beha io al di icul ies in child en who ha e au ism spec um diso de .
Vigne es o he Pa icipan s’ Backg ound
Pa icipan 1 is a emale aged 22–30 yea s old, holding a bachelo ’s deg ee in Special Educa ion. She has 4–7 yea s o
expe ience in special educa ion and is cu en ly employed in a p i a e school se ing. He expe ience wi h play he apy is desc ibed
as mode a e (2–4 yea s), e lec ing amilia i y wi h he apeu ic in e en ions o child en wi h di e se needs.
Pa icipan 2 is a emale aged 31–40 yea s old, holding a mas e ’s deg ee in special educa ion. She has 4–7 yea s o
expe ience in special educa ion and is cu en ly employed in a public-school se ing. While she has no indica ed ex ensi e
expe ience wi h play he apy, he backg ound in special educa ion p o ides a s ong ounda ion o suppo ing child en wi h
di e se lea ning needs.
Pa icipan 3 is a emale aged 22–30 yea s old, holding a bachelo ’s deg ee in special educa ion. She has 1–3 yea s o
expe ience in special educa ion and cu en ly wo ks in an inclusi e class oom se ing. He expe ience wi h play he apy is
mode a e (2–4 yea s), allowing he o apply p ac ical s a egies while con inuing o build expe ise in he apeu ic in e en ions
o child en wi h di e se lea ning needs.
Pa icipan 4 is a emale aged 22–30 yea s old, holding a bachelo ’s deg ee in special educa ion. She has 1–3 yea s o
expe ience in special educa ion and is cu en ly employed in an inclusi e class oom se ing. He expe ience wi h play he apy is
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mode a e (2–4 yea s), equipping he wi h ounda ional knowledge and p ac ical skills o suppo child en wi h di e se lea ning
and de elopmen al needs h ough s uc u ed play in e en ions.
Pa icipan 5 is a male aged 31–40 yea s old, holding a bachelo ’s deg ee in special educa ion. He has 1–3 yea s o
expe ience in special educa ion and is cu en ly wo king in a special educa ion cen e . His expe ience wi h play he apy is
mode a e (2–4 yea s), allowing him o apply s uc u ed and indi idualized play-based s a egies o suppo lea ne s wi h au ism
and o he special needs in de eloping social, emo ional, and cogni i e skills.
To ancho his s udy, he ollowing esea ch ques ions a e es ablished:
P oblem 1. Wha a e he long- e m e ec s o play he apy on child en wi h au ism spec um diso de , and how do special
educa ion eache s con ibu e o i s implemen a ion?
This s udy explo es he li ed expe iences o special educa ion eache s in using play he apy o add ess social communica ion and
beha io al challenges in child en wi h au ism. Insigh s om pa icipan s highligh ed he impo ance o collabo a ion, e hical
conside a ions, and assessmen s a egies, o e ing aluable pe spec i es on how play he apy is p ac iced and implemen ed in
specialized educa ional se ings.
Teache s consis en ly emphasized ha symbolic play, a , and sand ay he apy p o ide “sa e and c ea i e ways” o
child en wi h au ism spec um diso de o exp ess hemsel es and p ac ice in e ac ion (Pa icipan 1, Pa icipan 2). Symbolic play
“builds empa hy and social unde s anding h ough ole-play,” while a he apy “encou ages communica ion and u n- aking,”
and sand ay he apy “suppo s s o y elling, pe spec i e- aking, and empa hy” (Pa icipan 2, Pa icipan 4). One pa icipan
highligh ed ha such he apies in ol e “ eamwo k and dual ac i i ies ha build child en’s us in o he pee s” (Pa icipan 3).
O e ime, hese app oaches os e “be e empa hy, coope a ion, and in e p e a ion o social cues” (Pa icipan 5), leading o
las ing imp o emen s in social communica ion and ela ionships.
The eache s’ obse a ions o las ing imp o emen s in social communica ion and ela ionships h ough play he apy align
closely wi h cu en esea ch on s uc u ed and pee -media ed in e en ions. Fo example, Gu alnick emphasized ha s uc u ed
play se ings p o ide oppo uni ies o p ac ice social no ms such as sha ing, coope a ion, and u n- aking wi hin a con olled
en i onmen . Bo h s udies highligh ha consis en engagemen in s uc u ed play p omo es long- e m imp o emen s in social
adap abili y and ela ionship-building. These indings co obo a e he eache s’ expe iences, showing ha symbolic play, a
he apy, and sand ay ac i i ies no only encou age emo ional exp ession and coope a ion bu also acili a e endu ing gains in
social communica ion and pee ela ionships among child en wi h spec um diso de .
Building on hese obse a ions, all pa icipan s ag eed ha he long- e m e ec s o play he apy di e depending on he
se e i y o Au ism. Acco ding o one eache , “child en wi h mild o mode a e ASD o en show g ea e imp o emen s…while hose
wi h se e e ASD may p og ess mo e slowly” (Pa icipan 1). Ano he explained ha child en wi h milde symp oms “show as e
and mo e no iceable imp o emen s in social and communica ion skills,” whe eas hose wi h mo e se e e au ism “may p og ess
mo e slowly due o g ea e challenges bu can s ill bene i wi h consis en , indi idualized suppo ” (Pa icipan 2). O he s echoed
his, no ing ha he ac i i ies and challenges mus be modi ied since “p og ess may be slowe and mo e limi ed” o se e e cases
(Pa icipan 3, Pa icipan 4, Pa icipan 5). S ill, all ag eed ha ailo ed in e en ions p o ide meaning ul bene i s ac oss se e i y
le els.
These obse a ions a e suppo ed by Elbel agi e al. (2023), who ound ha s uc u ed play in e en ions inco po a ing
u n- aking and ole-playing signi ican ly imp o ed child en’s abili y o engage in ecip ocal social in e ac ions. Thei s udy
highligh ed ha child en pa icipa ing in s uc u ed play sessions showed g ea e esponsi eness o social cues, imp o ed
con e sa ional exchanges, and inc eased engagemen in g oup ac i i ies. By p o iding clea social oles and p edic able play
scena ios, s uc u ed play ac s as a b idge be ween he apeu ic in e en ions and eal-wo ld social in e ac ions, enabling child en
ac oss he spec um o de elop social skills ha ans e o e e yday si ua ions. Thus, bo h eache expe iences and esea ch
e idence indica e ha ailo ing play he apy o indi idual needs, whe he h ough adjus ing complexi y, s uc u e, o suppo ,
ensu es meaning ul gains o child en wi h au ism ac oss di e en se e i y le els. These in e en ions no only os e immedia e
engagemen bu also acili a e he de elopmen o p ac ical social skills ha ex end beyond he he apy se ing.
In addi ion o ecognizing p og ess di e ences, pa icipan s highligh ed ha sus aining he gains o play he apy equi es
“pa en and eache in ol emen , in eg a ing skills in o daily ou ines, p o iding egula ollow-ups, and using indi idualized plans”
(Pa icipan 1). Ano he s essed he impo ance o p ac icing skills a home, pa icipa ing in social g oups, and scheduling “boos e
sessions wi h he he apis ” (Pa icipan 2). Teache s also emphasized “consis en ein o cemen a home and school,” whe e
pa en s and eache s use he same echniques as “p aising u n- aking, encou aging eye con ac , o labeling emo ions”
(Pa icipan 4). O he s poin ed o he impo ance o c ea ing egula oppo uni ies o social in e ac ion and ensu ing “ongoing
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suppo , p aise, and consis ency” ac oss se ings (Pa icipan 5). These s a egies, acco ding o pa icipan s, help ensu e ha social
and beha io al imp o emen s a e no only achie ed bu sus ained o e ime.
These p ac ical insigh s a e suppo ed by Ko e e al. (2022), who in es iga ed Pi o al Response T aining (PRT) wi hin
s uc u ed play en i onmen s o child en wi h au ism spec um diso de (ASD). Thei s udy demons a ed ha s uc u ed play
inco po a ing PRT echniques signi ican ly imp o ed e bal communica ion and social esponsi eness. By ocusing on child choice
and mo i a ion h ough s uc u ed ac i i ies, child en we e able o ini ia e spon aneous language use and sus ain in e ac ions
wi h pee s and adul s. The s udy highligh ed ha s uc u ed play p o ides a meaning ul and con olled con ex o p ac icing
communica ion and social skills, which suppo s he long- e m main enance o gains in social and beha io al de elopmen . Thus,
bo h eache expe iences and esea ch e idence unde sco e ha in eg a ing s uc u ed, indi idualized play in e en ions wi h
ongoing ein o cemen and amily in ol emen c ea es he condi ions necessa y o child en wi h ASD o achie e meaning ul social
and beha io al imp o emen s ha a e sus ained o e ime.
The indings e eal ha play he apy, pa icula ly symbolic play, a he apy, and sand ay ac i i ies, se es as a powe ul
ool in enhancing social communica ion skills among child en wi h au ism spec um diso de (ASD). Teache s desc ibed hese
app oaches as “sa e and c ea i e ways” o child en o engage, no ing ha ole-play and a -based ac i i ies help os e empa hy,
coope a ion, and he abili y o in e p e social cues. Howe e , he long- e m e ec s o play he apy we e ound o a y acco ding
o he se e i y o au ism. Child en wi h mild o mode a e ASD demons a ed as e and mo e no iceable imp o emen s in social
in e ac ion and communica ion, while hose wi h mo e se e e symp oms bene i ed mo e g adually, equi ing modi ied
app oaches and consis en indi idualized suppo . Despi e hese di e ences, eache s s essed ha all child en show meaning ul
p og ess when he apy is sus ained o e ime. To main ain hese gains, pa icipan s highligh ed he impo ance o pa en and
eache collabo a ion, consis en ein o cemen ac oss home and school en i onmen s, and egula ollow-up sessions o boos e
ac i i ies. By embedding he apeu ic skills in o daily ou ines and social con ex s, he long- e m impac o play he apy can be
maximized, ensu ing ha imp o emen s in social communica ion and beha io a e no only achie ed bu also sus ained.
Equally impo an was he emphasis on collabo a ion. Teache s emphasized eamwo k wi h pa en s and he apis s as
i al o s uden g ow h. One sha ed, “E ec i e collabo a ion… can be achie ed h ough egula communica ion, sha ed goal
se ing and coo dina ed planning” (Pa icipan 1). Ano he added, “I collabo a e wi h he apis s and pa en s by main aining open
communica ion, sha ing obse a ions, and aligning s a egies ac oss se ings” (Pa icipan 2). O he s highligh ed p ac ical ools
like IEPs and p og ess epo s: “I p o ide p og ess epo s, Indi idualized Educa ion Plan, and weekly mee ings wi h my pa en s
on scheduled” (Pa icipan 3). Simila ly, “By wo king closely wi h pa en s, I can ein o ce he apy goals a school and suppo
amilies in con inuing skill de elopmen a home” (Pa icipan 4). Fo many, consis ency ac oss en i onmen s was key: “Wo king
oge he as a eam ensu es he child ge s consis en suppo ac oss school, he apy, and home” (Pa icipan 5).
These obse a ions align wi h indings om Mase i e al. (2021), who in es iga ed ouchsc een-based play in e en ions
o child en wi h au ism spec um diso de (ASD). Thei s udy demons a ed ha in e ac i e able games encou age child en o
collabo a e, sha e, and communica e wi h pee s, highligh ing how echnology-media ed play can os e coope a i e beha io s.
The s udy also ound ha s uc u ed digi al play helped child en gene alize communica ion skills om he able o eal-wo ld
in e ac ions, ein o cing he impo ance o in eg a ing collabo a i e and engaging ools wi hin he apy. Toge he , bo h eache
expe iences and esea ch e idence unde sco e ha collabo a ion, whe he among p o essionals o acili a ed h ough in e ac i e
play, enhances social in e ac ion and suppo s meaning ul skill de elopmen o child en wi h ASD.
Fu he mo e, pa icipan s desc ibed hei ole in en iching he eam’s unde s anding o play he apy. As one no ed, “I
con ibu e… by sha ing class oom obse a ions and insigh s on s uden beha io and engagemen ” (Pa icipan 1). Ano he
emphasized, “I can suppo … by sha ing how s uden s engage in play-based ac i i ies… and sugges ways o inco po a e play
he apy echniques in o daily ou ines” (Pa icipan 2). A p ac ical app oach was sha ed by ano he : “I p o ide c ash cou se
ega ding play he apy and simula ion” (Pa icipan 3). O he s highligh ed connec ing he apy o academics: “I can p o ide insigh s
in o each child’s indi idual lea ning s yle, igge s, and s eng hs… b idging educa ional goals wi h he apeu ic echniques”
(Pa icipan 4). A inal e lec ion added, “I can con ibu e by sha ing how play he apy suppo s lea ning and beha io in he
class oom” (Pa icipan 5).
These insigh s align wi h Lee e al. (2021), who analyzed he e ec s o ea ly play in e en ions on social cogni ion in
child en wi h au ism spec um diso de (ASD). Thei s udy demons a ed ha s uc u ed play ac i i ies, pa icula ly guided ole-
playing and coope a i e games, signi ican ly imp o ed child en’s abili y o unde s and and in e p e social cues. By c ea ing sa e
and suppo i e en i onmen s o p ac icing social scena ios, s uc u ed play in e en ions no only enhanced immedia e pee
in e ac ions bu also con ibu ed o long- e m social de elopmen . Simila ly, he pa icipan s’ e lec ions highligh ha eache s
play a c ucial ole in in e p e ing child en’s engagemen , o e ing p ac ical ecommenda ions, and ensu ing ha he apeu ic

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s a egies a e meaning ully in eg a ed in o daily class oom p ac ices. Bo h esea ch e idence and eache expe iences unde sco e
ha collabo a ion and sha ed unde s anding among he educa ional eam enhance he e ec i eness and sus ainabili y o play
he apy in e en ions o child en wi h ASD.
Alongside collabo a ion, e hical conside a ions we e also s essed. The eache s highligh ed con iden iali y, consen , and
espec as guiding p inciples. One said, “I is impo an o conside e hics such as ob aining in o med consen , main aining
con iden iali y, espec ing each child’s indi iduali y and senso y needs, and being cul u ally sensi i e” (Pa icipan 1). Ano he
echoed, “The apy should be adap ed o each child’s indi idual needs… always p o ec he child’s p i acy” (Pa icipan 2). A b ie
bu clea eminde was gi en: “Con iden iali y and p o essionalism” (Pa icipan 3). O he s emphasized sa e y and digni y:
“Consen should be ob ained… and he child’s com o , bounda ies, and communica ion p e e ences mus be espec ed”
(Pa icipan 4). A inal no e added, “I mus espec each child’s indi idual needs, p i acy, and pace… always c ea e a sa e, non-
judgmen al space” (Pa icipan 5).
These insigh s align wi h Gibson e al. (2021), who explo ed he impac o s uc u ed play he apy on social language skills
in p eschool child en wi h au ism spec um diso de (ASD). Thei s udy highligh ed ha s uc u ed play sessions c ea e a
suppo i e en i onmen whe e child en can p ac ice e bal communica ion and social in e ac ions in a guided, sa e, and engaging
manne . By emphasizing consen , con iden iali y, and indi idualized suppo , s uc u ed play ensu es ha child en can explo e
social language skills wi hou comp omising hei com o o au onomy. Bo h he pa icipan s’ e lec ions and Gibson e al.’s
indings ein o ce ha e hical adhe ence is no only a p o essional esponsibili y bu also a key ac o in maximizing he he apeu ic
bene i s o play, os e ing us , and p omo ing e ec i e social and language de elopmen in child en wi h ASD.
Finally, he impo ance o moni o ing and e alua ion eme ged. Pa icipan s ag eed on blending mul iple me hods o ack
p og ess. One eache said, “I would use a combina ion o obse a ional ools, s anda dized assessmen s, and play-based
e alua ions” (Pa icipan 1). Ano he lis ed speci ic: “S uc u ed obse a ion checklis s… s anda dized a ing scales… and play-
based assessmen s like he Tes o Play ulness” (Pa icipan 2). P ac ical acking was also men ioned: “Son-Rise De elopmen s
Model” (Pa icipan 3). A de ailed app oach came om ano he : “I would use a combina ion o obse a ional checklis s, beha io
a ing scales, and p og ess no es based on indi idualized goals” (Pa icipan 4). This was ein o ced by, “I’ll also ga he eedback
om pa en s, he apis s, and he child o see eal-li e changes in social skills and beha io o e ime” (Pa icipan 5).
These e lec ions align wi h Wang e al. (2022), who examined Na u alis ic De elopmen al Beha io al
In e en ions (NDBIs) in uns uc u ed play se ings o child en wi h au ism. Thei s udy demons a ed ha child-led and
na u alis ic play acili a ed g ea e social engagemen , u n- aking, imi a ion, and spon aneous communica ion, which we e
c i ical o enhancing pee in e ac ions in eal-wo ld con ex s. Jus as he s udy highligh ed he bene i s o moni o ing child-led
play o guide in e en ions, he pa icipan s unde sco ed ha sys ema ic obse a ion, e alua ion, and eedback a e essen ial o
adap s a egies, ensu e p og ess, and ein o ce social-communica i e skills. Bo h pe spec i es con i m ha e ec i e play he apy
elies no only on s uc u ed o na u alis ic app oaches bu also on ongoing, e idence-in o med moni o ing o op imize ou comes
o child en wi h au ism spec um diso de (ASD).
P oblem 2. Wha challenges, esou ce needs, and ecommenda ions do special educa ion eache s iden i y in implemen ing
play he apy wi hin special educa ion se ings?
Special educa ion eache s highligh se e al challenges in implemen ing play he apy, including limi ed ma e ials, inadequa e
aining, and ime cons ain s ha hinde consis en applica ion. They emphasize he need o esou ces such as specialized play
ools, dedica ed spaces, and ongoing p o essional de elopmen o s eng hen hei capaci y. Alongside hese needs, eache s
ecommend g ea e ins i u ional suppo , s uc u ed amewo ks, and collabo a i e p ac ices o enhance he e ec i eness and
sus ainabili y o play he apy wi hin special educa ion se ings.
The expe iences o special educa ion eache s e ealed bo h he po en ial and he challenges o using play he apy wi h
child en on he au ism spec um. One o he mos p ominen issues aised was he di icul y o implemen a ion due o sys emic
and indi idual ba ie s. As one pa icipan explained, play he apy is hinde ed by he “limi a ion o esou ces, lack o suppo , and
di icul y in e alua ing eal p og ess” (Pa icipan 1). This was echoed by ano he , who emphasized he challenge o add essing
“di e se needs and communica ion di icul ies” (Pa icipan 2). Teache s no ed ha ailo ing in e en ions o child en’s unique
senso y sensi i i ies and communica ion le els is bo h essen ial and “demanding and ime-consuming” (Pa icipan 4).
These p ac ical challenges align wi h indings by Simacek e al. (2020), who no ed ha add essing he unique needs o
child en wi h au ism equi es play-based in e en ions ha a e no only engaging and mo i a ing bu also easy o in eg a e in o
educa ional en i onmen s. Thei s udy emphasized ha in e en ions should balance he apeu ic goals wi h lexibili y, ensu ing
hey cap u e child en’s a en ion while emaining easible o eache s o implemen . Simila ly, pa icipan s s essed he
impo ance o ailo ing play ac i i ies o indi idual de elopmen al le els, in e es s, and communica ion abili ies, sugges ing ha
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indi idualized and inclusi e s a egies a e key o o e coming common ba ie s. Bo h pe spec i es highligh ha o e coming hese
challenges equi es hough ul design o play in e en ions ha a e enjoyable, accessible, and sensi i e o each child’s abili ies
and en i onmen .
Resou ce limi a ions eme ged as a pa icula ly consis en heme ac oss pa icipan s. Se e al eache s no ed sho ages o
he apeu ic oys, sa e play spaces, and p o essional suppo , which comp omise he sus ainabili y o play he apy. One explained
ha “insu icien he apeu ic ma e ials, lack o dedica ed space, and limi ed s a ing” made implemen a ion di icul (Pa icipan
1), while ano he added ha he e was a “lack o app op ia e oys, sha ed spaces, and inancial cons ain s” (Pa icipan 2).
Ano he pa icipan ein o ced his poin wi h li ed expe ience: “I’ e expe ienced limi ed access o he apy ma e ials, dedica ed
play spaces, and ained s a ” (Pa icipan 5).
These obse a ions align wi h López-Nie o e al. (2022), who a gue ha he e is a c i ical gap in he li e a u e ega ding
usable, educa ionally applicable guidelines o clinically based play in e en ions. They highligh ed he challenge o balancing
s uc u ed beha io al echniques wi h uns uc u ed, child-led play, emphasizing he need o p ac ical, esou ce-conscious
app oaches sui able o school se ings. Bo h he pa icipan s’ expe iences and he li e a u e sugges ha o e coming esou ce
limi a ions equi e c ea i e adap a ion o ma e ials, clea implemen a ion guidelines, and aining o educa o s o maximize he
he apeu ic alue o a ailable ools while main aining de elopmen al and he apeu ic goals.
Time cons ain s also posed a signi ican challenge, wi h eache s explaining ha he apy o en had o be sho ened o
dep io i ized due o packed school schedules. “Time cons ain s signi ican ly a ec implemen a ion by limi ing he du a ion and
equency o sessions, which hinde s he apeu ic p og ess” (Pa icipan 1), explained one eache , while ano he no ed ha
“packed school schedules and mul iple esponsibili ies make sessions sho e o less equen , delaying p og ess” (Pa icipan 2).
The impac ex ended o he he apeu ic ela ionship i sel , as ano he eache s essed ha “ ime cons ain s make i ha d o ha e
consis en , unhu ied sessions, which a e key o building us and seeing eal p og ess” (Pa icipan 5).
These obse a ions a e suppo ed by Zhang e al. (2022), who emphasized he bene i s o guided pee -media ed
s uc u ed play in p omo ing social engagemen and ounda ional communica ion skills. Gu alnick also highligh ed ha s uc u ed
play se ings p o ide child en wi h oppo uni ies o p ac ice social no ms like sha ing and coope a ion in a con olled en i onmen .
Bo h s udies unde line ha consis en and equen exposu e o s uc u ed play ac i i ies is c ucial o achie ing las ing
imp o emen s in social adap abili y. The e o e, ime limi a ions in educa ional se ings pose a signi ican ba ie , highligh ing he
need o ca e ul scheduling, in eg a ion o play he apy in o daily ou ines, and c ea i e s a egies o maximize limi ed session
ime while main aining he apeu ic ou comes.
Beyond logis ical issues, misconcep ions abou play he apy we e also a ecu ing conce n. Some pa en s and colleagues
saw i as “jus playing and lacking s uc u e o goals”, while o he s expec ed “ as esul s” (Pa icipan 1). Ano he pa icipan
no ed ha some pa en s conside ed play he apy ine ec i e because “i ’s only use ul o mino issues” o hey expec ed
immedia e ou comes (Pa icipan 2). One eache e en admi ed us a ion ha pa en s some imes hink “i ’s a was e o ime
because i does no make hem imp o e academically” (Pa icipan 3). These misconcep ions unde sco e he need o awa eness
campaigns and s onge ad ocacy abou he he apeu ic alue o play.
These insigh s align wi h Ki & Chung (2023), who demons a ed ha child-di ec ed play he apy, whe e child en ha e
au onomy in selec ing ac i i ies, p omo es highe engagemen and ecip ocal in e ac ions. Thei s udy highligh ed ha
uns uc u ed play allows child en o sel - egula e and de elop con idence in social se ings, challenging he misconcep ion ha
he apy mus be o e ly s uc u ed o be e ec i e. Bo h he pa icipan s’ expe iences and he s udy indings unde sco e he
impo ance o educa ing s akeholde s abou he nuanced, e idence-based na u e o play he apy, emphasizing ha he apeu ic
goals can be me while s ill p o iding child en wi h oppo uni ies o choice, c ea i i y, and sel -exp ession.
Despi e hese challenges, eache s highligh ed he skills and quali ies ha make play he apy e ec i e. One explained
ha he app oach equi es “empa hy, knowledge, c ea i i y, and cul u al compe ence” (Pa icipan 1). Ano he emphasized
“communica ion, ac i e lis ening, obse a ion skills, and cul u al sensi i i y” (Pa icipan 2), while a hi d unde sco ed “pa ience,
empa hy, c ea i i y, and s ong obse a ion abili ies” (Pa icipan 4). Fo some, his came down o he simple bu i al capaci y o
“ ead non e bal cues” and mee child en whe e hey a e (Pa icipan 5). These accoun s highligh he combina ion o p o essional
expe ise and pe sonal a ibu es ha eache s mus cul i a e.
These insigh s a e suppo ed by A he on & C oss (2021), who demons a ed ha in eg a ing digi al play, such as
in e ac i e applica ions and i ual eali y games, enhances join a en ion, u n- aking, and e bal in e ac ions among child en
wi h au ism spec um diso de (ASD). The s udy no ed ha s uc u ed, ye lexible digi al en i onmen s allow child en o p ac ice
social communica ion in a low-p essu e, mo i a ing se ing. Bo h he pa icipan s’ expe iences and he s udy indings unde sco e
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ha success ul play he apy hinges no only on he me hods used bu also on he educa o ’s abili y o c ea e a suppo i e,
esponsi e, and adap i e en i onmen ha mee s each child’s needs while os e ing engagemen and skill de elopmen .
To s eng hen hei skills, pa icipan s ag eed ha specialized aining is essen ial. One ecommended “ o mal educa ion,
supe ised clinical expe ience, and ongoing p o essional de elopmen ” (Pa icipan 1), while ano he poin ed o he impo ance
o “specialized aining in au ism spec um diso de , auma-in o med ca e, and senso y in eg a ion” (Pa icipan 2). O he s
sugges ed mo e speci ic amewo ks, such as “child-cen e ed play he apy, DIR/Floo ime, and ABA ce i ica ions” (Pa icipan 4).
A pa icipan summa ized he need o b oad p epa a ion: “T aining in child de elopmen , au ism spec um diso de s, counseling
echniques, and play he apy ce i ica ions” is necessa y o e ec i ely suppo child en wi h ASD (Pa icipan 5).
Walsh e al. (2024) suppo his pe spec i e, demons a ing ha gami ied social aining applica ions imp o e pee
in e ac ions, con e sa ional skills, and emo ional ecogni ion among child en wi h ASD. The s udy highligh ed ha s uc u ed
digi al play, when guided by ained educa o s, os e s engagemen , mo i a ion, and sa e p ac ice o social in e ac ions, which
child en can hen ans e o eal-li e si ua ions. Bo h he pa icipan s’ e lec ions and he s udy indings unde sco e ha
specialized aining equips educa o s o le e age s uc u ed play and echnology-enhanced in e en ions e ec i ely, enhancing
social communica ion ou comes and p o iding a obus suppo sys em in Special Educa ion class ooms.
Teache s also p oposed e inemen s o play he apy p ac ice i sel . One emphasized “indi idualizing sessions, in eg a ing
social skills aining, and collabo a ing wi h pa en s” (Pa icipan 1). Ano he ecommended “mo e s uc u ed, goal-o ien ed play
ac i i ies” (Pa icipan 2), while a hi d sugges ed p ac ical ools such as “pee modeling, isual suppo s, and s uc u ed social
games” (Pa icipan 4). Ano he ein o ced he child-cen e ed app oach, s a ing ha sessions should “use he child’s in e es s,
inco po a e isual suppo s, and in ol e pa en s and he apis s” (Pa icipan 5).
Zhang e al. (2022) suppo his app oach, showing ha pee -media ed s uc u ed play enhances social engagemen and
os e s ecip ocal in e ac ions. By pai ing child en wi h ained pee s, he s udy demons a ed ha guided play in e en ions help
child en de elop ounda ional communica ion skills and imp o e social in e ac ion ou comes. Bo h he pa icipan s’ expe iences
and he esea ch indings highligh ha e ining play he apy, h ough obse a ion, pee media ion, and ailo ed adjus men s,
ensu es in e en ions emain e ec i e, dynamic, and esponsi e o each child’s g ow h.
When asked wha ad ice hey would gi e ellow educa o s, pa icipan s e u ned o hemes o pa ience, collabo a ion,
and lexibili y. One explained he impo ance o “ ollowing he child’s in e es s, se ing clea lea ning goals, and in ol ing amilies
o consis ency” (Pa icipan 1). Ano he s essed “unde s anding each child’s needs, c ea ing s uc u ed en i onmen s, and
collabo a ing wi h pa en s and p o essionals” (Pa icipan 2). A di e en eache o e ed a p ac ical eminde o “be lexible on
changes bu i m on bounda ies” (Pa icipan 3). As one concluded, “le he child lead, collabo a e wi h pa en s, and emembe ,
small s eps can lead o big p og ess” (Pa icipan 5).
Wilson (2020) suppo s his app oach, showing ha uns uc u ed, child-led play os e s spon aneous in e ac ions, eye
con ac , sha ed a en ion, and ecip ocal exchanges among child en wi h au ism spec um diso de . The s udy highligh ed ha
gi ing child en he eedom o choose ac i i ies educes anxie y, inc eases mo i a ion, and p o ides a na u alis ic en i onmen
o de eloping social communica ion skills. Toge he , he pa icipan s’ expe iences and he esea ch indings sugges ha e ec i e
ad ice o play he apy includes os e ing au onomy, o e ing gen le guidance, and c ea ing lexible, suppo i e play en i onmen s
ha enhance social lea ning.
Despi e he many obs acles, eache s a i med he e ec i eness o play he apy. One obse ed ha i p o ides “a
com o able, low-p essu e way o de elop social communica ion and beha io ” (Pa icipan 1). Ano he explained ha i helps
child en “p ac ice impo an social skills such as eye con ac , u n- aking, and emo ional egula ion in a sa e, low-p essu e
en i onmen ” (Pa icipan 2). A hi d added ha play he apy “uses a child’s na u al way o lea ning h ough play o build us
and each key skills” (Pa icipan 4). Ano he summa ized i s impac by s essing ha “i helps hem build us , p ac ice social
skills, and manage emo ions in a sa e, suppo i e space” (Pa icipan 5).
Ki & Chung (2023) suppo hese obse a ions, showing ha child-led, uns uc u ed play signi ican ly imp o es
con e sa ional ecip oci y and engagemen among child en wi h ASD. The s udy e ealed ha g an ing au onomy in play allows
child en o de elop con idence, sel - egula ion, and social skills in na u alis ic se ings. Toge he , he pa icipan s’ expe iences and
he esea ch indings alida e ha play he apy, especially when child-di ec ed, se es as an e ec i e in e en ion o enhancing
social communica ion and con idence in child en wi h au ism spec um diso de .
Finally, eache s o e ed e lec ions ha e eal he deepe meaning o hei wo k. One acknowledged ha “p og ess is
no always linea , so pa ience and consis ency a e key” (Pa icipan 1). Ano he highligh ed he ela ional aspec o he apy,
explaining ha “building a s ong, us ing ela ionship wi h he child be o e ocusing on goals” is c ucial (Pa icipan 2). Fo
ano he , he small momen s ca ied he mos meaning: “Documen ing small successes, like eye con ac o a sha ed smile, helps
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ack meaning ul p og ess” (Pa icipan 4). As one eache summa ized, “i ’s no jus he oys o echniques, i is he ela ionship
buil h ough play ha makes he bigges di e ence” (Pa icipan 5).
Elbel agi e al. (2023) co obo a e hese obse a ions, showing ha s uc u ed play ou ines, including u n- aking and
ole-playing, os e social ecip oci y, esponsi eness o social cues, and engagemen in g oup ac i i ies among child en wi h ASD.
The s udy emphasized ha s uc u ed play p o ides p edic able social scena ios, b idging he apeu ic p ac ice and eal-wo ld
in e ac ions. Toge he , pa icipan s’ expe iences and he esea ch con i m ha play he apy con ibu es o meaning ul p og ess
and sus ainable imp o emen s in child en’s social communica ion and in e ac ion skills.
The s udy concludes ha play he apy se es as an e ec i e app oach in add essing he social communica ion and
beha io al challenges o child en wi h au ism spec um diso de by os e ing us , in e ac ion, and emo ional g ow h. While
special educa ion eache s ecognize i s bene i s in enhancing ela ionships and social skills, hey also ace ba ie s such as limi ed
esou ces, lack o aining, and insu icien ins i u ional suppo . These indings unde sco e he need o s uc u ed p og ams,
p o essional de elopmen , and s onge collabo a ion among s akeholde s o maximize he po en ial o play he apy and ensu e
i s sus ainable in eg a ion wi hin special educa ion se ings.
P oblem 3. Wha co e hemes eme ge om eache s’ signi ican expe iences in implemen ing play he apy h ough
in e disciplina y collabo a ion?
This sec ion p esen s he hemes ha eme ged om pa icipan s’ esponses, showing pa e ns, commonali ies, and signi ican
ideas ha e lec hei sha ed expe iences.
Table 1. Key hemes and sub hemes o he li ed expe iences o special educa ion eache s in implemen ing play he apy
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Theme 4: Collabo a ion and P o essional Compe ence
Collabo a ion among eache s, pa en s, and he apis s was seen as essen ial o maximize e ec i eness and ensu e
consis ency ac oss se ings. Teache s also highligh ed he need o con inuous aining, p o essional de elopmen , and s ong
in e pe sonal skills such as empa hy, communica ion, and ac i e lis ening.
Sub heme 16. Collabo a ion wi h Pa en s
Pa en s’ in ol emen ein o ces skills lea ned a school and ensu es consis ency ac oss home and educa ional se ings.
Teache s highligh collabo a ion as i al o he con inui y and e ec i eness o he apy.
Pa icipan 2 s a ed, “I collabo a e wi h he apis s and pa en s by main aining open communica ion, sha ing
obse a ions, and aligning s a egies ac oss se ings.” Pa icipan 1 also s essed consis ency ac oss se ings. Pa en s a e i al
pa ne s in ein o cing skills ou side o school. Teache s ecognize ha when pa en s a e engaged, he apy becomes mo e holis ic
and e ec i e, ex ending p og ess in o daily ou ines.
Hijab e al. (2025) demons a ed ha na u al, child-led play se ings enhance pee collabo a ion, sha ed decision-making,
and social unde s anding, p o iding child en wi h au hen ic oppo uni ies o p ac ice complex social in e ac ions. Teache s
emphasized ha pa en al in ol emen allows skills p ac iced du ing he apy, such as u n- aking, communica ion, and
coope a ion, o be ein o ced a home, p omo ing consis ency ac oss en i onmen s. Engaging pa en s in obse ing, suppo ing,
and ex ending play ac i i ies helps child en gene alize social skills o eal-li e con ex s, s eng hening bo h de elopmen al
ou comes and he child’s abili y o ans e lea ned beha io s beyond he class oom. These indings unde sco e he impo ance
o s uc u ed collabo a ion wi h amilies as an in eg al pa o play-based in e en ions.
Sub heme 17. Collabo a ion wi h The apis s
Wo king closely wi h he apis s allows eache s o align s a egies and main ain consis ency. Pa ne ships p omo e
e ec i e implemen a ion o in e en ions and maximize bene i s o child en.
Pa icipan 2 emphasized wo king wi h “ he apis s and pa en s by main aining open communica ion,” while Pa icipan
4 added ha collabo a ion “ensu es consis ency and maximizes e ec i eness.” Teache s alue in e disciplina y eamwo k, whe e
expe ise is sha ed o bene i he child. This ecogni ion o he apis s’ specialized skills demons a es humili y and p o essional
openness.
Gibson e al. (2021) ound ha s uc u ed play in e en ions guided by he apis s signi ican ly imp o ed child en’s e bal
communica ion, including social g ee ings, eques s, and con e sa ional exchanges. Teache s highligh ed ha wo king closely wi h
he apis s ensu es ha class oom ac i i ies and indi idualized educa ional plans align wi h he apeu ic goals, p o iding
consis ency and ein o cemen ac oss se ings. This pa ne ship allows eache s o obse e and inco po a e play-based s a egies
in daily ou ines, while he apis s can ailo in e en ions based on ongoing class oom obse a ions. Such collabo a ion maximizes
he e ec i eness o play he apy, p omo ing bo h skill acquisi ion and gene aliza ion o social communica ion abili ies in child en
wi h ASD.
Sub heme 18. Impo ance o Communica ion
E ec i e communica ion, including ac i e lis ening, enables eache s o build us wi h child en and s akeholde s. Clea ,
consis en dialogue suppo s coo dina ion and esponsi eness in he apy.
Pa icipan 2 sha ed ha “conduc ing play he apy equi es s ong communica ion… o build us wi h child en and wo k
e ec i ely wi h amilies.” He also s essed “ac i e lis ening” as essen ial. Communica ion is no limi ed o in o ma ion-sha ing bu
also includes ela ional lis ening and us -building. Teache s highligh communica ion as he ounda ion o bo h collabo a ion and
he apy deli e y.
Mu phy e al. (2024) ound ha child-ini ia ed play signi ican ly enhanced p agma ic language skills, allowing child en o
ini ia e con e sa ions, espond app op ia ely, and adjus hei communica ion based on social con ex . Teache s emphasized ha
os e ing au hen ic, child-led in e ac ions p o ides oppo uni ies o child en o p ac ice bo h e bal and non e bal
communica ion s a egies in meaning ul ways. Mo eo e , uns uc u ed play encou ages c ea i i y, p oblem-sol ing, and lexibili y
in social exchanges, ein o cing he impo ance o communica ion as a ounda ional skill o success ul pee in e ac ions and
o e all social compe ence in child en wi h ASD.
Sub heme 19. Empa hy and Lis ening Skills
Rela ional skills, empa hy, and a en i eness a e essen ial o os e ing appo . Teache s iew hese quali ies as cen al
o suppo ing emo ional de elopmen and engagemen in he apy.
Pa icipan 2 poin ed ou ha he apy “ equi es… empa hy, and ac i e lis ening,” while Pa icipan 4 emphasized ha
“building appo ” is jus as impo an as he apy ac i i ies. Teache s highligh empa hy as a p o essional skill, no jus a pe sonal

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ai . This e lec s he impo ance o emo ional in elligence in sus aining he apeu ic ela ionships wi h child en who ha e unique
sensi i i ies.
Walsh e al. (2024) demons a ed ha gami ied social aining applica ions can suppo he de elopmen o
con e sa ional skills and emo ional ecogni ion, c ea ing oppo uni ies o child en o p ac ice unde s anding o he s’ pe spec i es
in a sa e, s uc u ed en i onmen . Teache s epo ed ha such in e ac i e digi al play inc eased engagemen and mo i a ion,
allowing child en o expe imen wi h social exchanges wi hou ea o ailu e. These indings highligh ha os e ing empa hy and
ac i e lis ening, bo h in eache s and child en, enhances he e ec i eness o play-based in e en ions and s eng hens he
ela ional ounda ion necessa y o meaning ul social lea ning.
Sub heme 20. Ongoing P o essional T aining
Con inuous p o essional de elopmen equips eache s wi h upda ed echniques, ensu ing in e en ions a e e idence-
based, esponsi e, and e ec i e o di e se lea ne s.
Pa icipan 2 men ioned “speci ic compe encies equi ed o e ec i e implemen a ion.” Pa icipan 4 ag eed, saying
hese “skills o m he ounda ion o he apeu ic ela ionships.” Teache s acknowledge he need o ongoing p o essional
de elopmen o s ay compe en . This e eals a gap in cu en aining and poin s o he necessi y o ins i u ional in es men in
capaci y-building.
Ko e e al. (2022) demons a ed ha s uc u ed play inco po a ing PRT signi ican ly imp o ed e bal communica ion
and social esponsi eness in child en wi h au ism spec um diso de (ASD). The s udy highligh ed he impo ance o unde s anding
child choice, mo i a ion, and s uc u ed ac i i ies o encou age spon aneous language use. Teache s who ecei e con inuous
aining in such app oaches a e be e equipped o c ea e meaning ul, con olled play en i onmen s ha os e sus ained pee
and adul in e ac ions. These indings unde sco e ha p o essional aining s eng hens eache s’ abili y o implemen play
he apy e ec i ely, ensu ing in e en ions a e bo h e idence-based and esponsi e o child en’s de elopmen al needs.
This heme highligh s ha e ec i e play he apy elies on collabo a i e pa ne ships wi h pa en s and he apis s, s ong
communica ion skills, empa hy, and ongoing p o essional de elopmen . Teache s’ compe ence and eamwo k ensu e consis ency
ac oss se ings, enhancing child en’s lea ning and social-emo ional g ow h.
Theme 5: Moni o ing, E hics, and Long- e m Impac
Educa o s unde sco ed he need o moni o ing and e alua ion o ack p og ess, while also upholding e hical p ac ices
like con iden iali y. Despi e ba ie s, hey obse ed meaning ul long- e m e ec s on child en’s social skills, communica ion, and
beha io , a i ming play he apy’s posi i e po en ial.
Sub heme 21. Moni o ing P og ess
Teache s use obse a ions, goal- acking, and assessmen ools o e alua e e ec i eness. Con inuous moni o ing in o ms
adjus men s, enhancing ou comes and suppo ing indi idualized g ow h.
Pa icipan 2 emphasized ha “e ec i e play he apy equi es clea objec i es while main aining engaging, na u al
quali ies.” Pa icipan 1 also obse ed no iceable p og ess in child en’s communica ion and beha io . Teache s ely on con inuous
moni o ing o measu e e ec i eness and e ine s a egies. This ocus on assessmen ensu es ha he apy emains e idence-
d i en and esponsi e.
Fung e al. (2025) examined he use o obo ic play companions and obse ed ha child en wi h au ism spec um diso de
(ASD) demons a ed inc eased social engagemen and e bal in e ac ions when in e ac ing wi h p edic able, consis en obo ic
pa ne s. The s udy highligh ed imp o emen s in u n- aking, eye con ac , and con en ional social exchanges, sugges ing ha
s uc u ed moni o ing o hese in e ac ions allows eache s o ack de elopmen al gains e ec i ely. These indings unde sco e
he impo ance o sys ema ic obse a ion and p og ess e alua ion in play-based in e en ions, ensu ing ha s a egies emain
esponsi e o each child’s e ol ing social communica ion needs.
Sub heme 22. E hical Conside a ions
Main aining con iden iali y and child-cen e ed p ac ices p o ec s child en’s igh s and digni y. Teache s ecognize e hical
conduc as essen ial o us and he apeu ic success.
Teache s emphasized “p o ec ing child’s p i acy and con iden iali y.” Pa icipan 2 ein o ced he impo ance o child
p i acy. E hical p inciples guide he apy p ac ice, ensu ing espec o child en’s digni y. Teache s’ emphasis on con iden iali y
also e lec s sensi i i y o amily us and cul u al expec a ions.
Lee e al. (2021) highligh ed ha s uc u ed play ac i i ies, including guided ole-playing and coope a i e games, p o ide
child en wi h au ism spec um diso de (ASD) a sa e and suppo i e en i onmen o p ac ice social scena ios. By emphasizing
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sa e y, consen , and suppo i e engagemen , he s udy unde sco es how e hical p ac ices in play he apy allow child en o explo e
social in e ac ions wi hou isk o undue s ess. These indings ein o ce he impo ance o main aining e hical s anda ds, including
sa egua ding emo ional and social sa e y, which con ibu es no only o immedia e lea ning bu also o long- e m social
de elopmen .
Sub heme 23. Con iden iali y in P ac ice
Sensi i e in o ma ion is ca e ully handled o sa egua d child en while acili a ing collabo a ion wi h amilies and
p o essionals. Respec o p i acy s eng hens ela ionships and he apy e ec i eness.
Educa o s s essed “p o ec ing child’s p i acy and con iden iali y.” Pa icipan 2 explained ha e hical ca e mus emain
a p io i y. Con iden iali y p ac ices sa egua d child en om s igma and ensu e p o essional c edibili y. This e hical s ance
unde sco es eache s’ esponsibili y as bo h educa o s and ca egi e s.
Yang e al. (2025) demons a ed ha i ual eali y (VR) social play in e en ions p o ide child en wi h au ism spec um
diso de (ASD) a con olled and p i a e se ing o p ac ice in e ac ions such as g ee ings and esponding o social cues. By
minimizing exposu e o po en ially s ess ul eal-wo ld si ua ions, VR ensu es ha child en can engage con iden ly while
main aining p i acy. Special Educa ion eache s obse ed ha child en who p ac iced VR displayed inc eased con idence and
esponsi eness in subsequen eal-li e in e ac ions. These indings highligh he impo ance o con iden iali y in p ac ice,
emphasizing ha p o ec ed, con olled, and p i a e lea ning en i onmen s suppo bo h skill de elopmen and emo ional secu i y.
Sub heme 24. Long-Te m Social Skill De elopmen
Play he apy os e s ounda ional skills such as eye con ac , social ecip oci y, and unde s anding social cues. Teache s
highligh ha hese abili ies ans e beyond he apy in o b oade social con ex s.
Teache s obse ed imp o emen s in “ ecip ocal in e ac ion, eye con ac , unde s anding social cues, and ollowing
ins uc ions.” Pa icipan 4 emphasized posi i e “long– e m e ec s on social communica ion and beha io .” Teache s ecognize
ha play he apy has endu ing impac s beyond immedia e gains. By nu u ing social compe encies, he apy helps child en wi h
ASD be e in eg a e in o educa ional and communi y con ex s.
Zhang e al. (2022) demons a ed ha pee -media ed s uc u ed play, whe e child en engaged wi h ained pee s,
signi ican ly enhanced social engagemen and ecip ocal in e ac ions. These guided ac i i ies p o ided consis en oppo uni ies
o p ac ice social no ms, such as sha ing, u n- aking, and coope a ion, in a con olled and suppo i e en i onmen . Impo an ly,
epea ed exposu e o s uc u ed play con ibu ed o sus ained imp o emen s in social adap abili y, helping child en gene alize
skills beyond he he apy se ing. These indings unde sco e he alue o in eg a ing s uc u ed pee in e ac ions in o ea ly
in e en ion p og ams, emphasizing ha consis en , guided, and socially ich expe iences a e essen ial o os e ing long- e m
social communica ion and ela ionship-building in child en wi h ASD.
Sub heme 25. Sus ained Beha io al Imp o emen s
Teache s obse e las ing imp o emen s in emo ional egula ion, communica ion, and beha io . Play he apy’s impac is
pe cei ed as endu ing, alida ing i s ole as an e ec i e in e en ion.
Pa icipan 1 no ed ha “di e en play ypes… imp o e emo ional egula ion.” Pa icipan 4 highligh ed “signi ican
imp o emen s in social communica ion and beha io al de elopmen .” Teache s iew play he apy as a sus ainable in e en ion
ha os e s beha io al s abili y. These imp o emen s demons a e he in e en ion’s e ec i eness in add essing bo h emo ional
and social dimensions o ASD.
Elbel agi e al. (2023) ound ha s uc u ed play ou ines inco po a ing u n- aking and ole-playing signi ican ly
enhanced child en’s abili y o engage in ecip ocal social in e ac ions. Pa icipan s demons a ed g ea e esponsi eness o social
cues, imp o ed con e sa ional exchanges, and highe engagemen in g oup ac i i ies. The s udy highligh ed ha s uc u ed play
b idges he apeu ic in e en ions and eal-wo ld social expe iences by p o iding p edic able social oles and play scena ios.
Th ough hese consis en and guided in e ac ions, child en de elop meaning ul social skills ha ex end beyond he he apy
se ing, suppo ing las ing beha io al imp o emen s and ein o cing he alue o s uc u ed play in p omo ing bo h social
compe ence and adap i e unc ioning in child en wi h ASD.
This heme highligh s ha con inuous moni o ing, adhe ence o e hical p ac ices, and ocus on long- e m ou comes a e
essen ial o ensu ing he e ec i eness o play he apy. Teache s emphasized ha play he apy suppo s las ing imp o emen s in
social communica ion, beha io , and emo ional egula ion when implemen ed wi h e hical in eg i y and ca e ul e alua ion.
P oblem 4. Wha insigh s can be d awn om eache s li ed expe iences in using play he apy o add ess social
communica ion and beha io al challenges in child en wi h Au ism?
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The indings o he s udy demons a e ha play he apy, pa icula ly symbolic play, a , and sand ay ac i i ies, is a i al
ool in enhancing social communica ion and emo ional de elopmen among child en wi h au ism spec um diso de (ASD).
Teache s consis en ly emphasized ha hese app oaches p o ide “sa e and c ea i e ways” o child en o exp ess hemsel es and
p ac ice in e ac ion (Pa icipan 1, Pa icipan 2). Symbolic play “builds empa hy and social unde s anding h ough ole-play,”
while a he apy “encou ages communica ion and u n- aking,” and sand ay he apy “suppo s s o y elling, pe spec i e- aking,
and empa hy” (Pa icipan 2, Pa icipan 4). These me hods align wi h esea ch on child-cen e ed he apeu ic in e en ions, which
sugges ha engaging mul iple modali ies os e s bo h cogni i e and socio-emo ional g ow h (Kha ab e al., 2024). Mo eo e , he
ole o eamwo k and dual ac i i ies, as highligh ed by Pa icipan 3, unde sco es he impo ance o s uc u ed social con ex s in
building us and pee ela ionships, con ibu ing o las ing imp o emen s in coope a ion and social cue in e p e a ion
(Pa icipan 5).
Fu he , he s udy e ealed ha he long- e m e ec s o play he apy a y depending on he se e i y o ASD. Teache s
no ed ha child en wi h mild o mode a e ASD o en show “ as e and mo e no iceable imp o emen s in social and
communica ion skills,” whe eas hose wi h mo e se e e au ism p og ess mo e g adually and equi e indi idualized suppo
(Pa icipan s 1 and 2). This inding emphasizes he need o lexible, ailo ed in e en ions ha accommoda e di e se abili ies and
eadiness le els, e lec ing bes p ac ices in inclusi e educa ion. Pa icipan s s essed ha e en when p og ess is slowe , all
child en bene i meaning ully when he apy is consis en and adap ed o hei unique needs (Pa icipan s 3, 4, and 5).
In addi ion, sus aining gains om play he apy was iden i ied as a collabo a i e p ocess in ol ing pa en s, eache s, and
he apis s. Teache s ecommended in eg a ing skills in o daily ou ines, p o iding egula ollow-ups, and using indi idualized
plans (Pa icipan 1). Rein o cemen a home and school was emphasized, whe e pa en s and eache s consis en ly “p aise u n-
aking, encou age eye con ac , o label emo ions” (Pa icipan 4). These s a egies mi o indings in he li e a u e sugges ing ha
gene aliza ion o social skills equi es consis en ein o cemen ac oss en i onmen s (Flanagin e al., 2020). Boos e sessions and
ongoing social in e ac ions u he ensu e ha imp o emen s a e main ained, highligh ing he c ucial ole o con inui y and
s uc u ed p ac ice.
Collabo a ion also ex ended o p o essional eamwo k, whe e eache s con ibu e class oom insigh s o op imize play
he apy. Pa icipan 1 desc ibed sha ing “class oom obse a ions and insigh s on s uden beha io and engagemen ,” while
Pa icipan 2 highligh ed inco po a ing play-based echniques in o daily ou ines. O he s emphasized connec ing he apeu ic goals
wi h academic lea ning and b idging class oom ac i i ies wi h indi idualized educa ional plans (Pa icipan s 3 and 4). Consis ency
ac oss home, he apy, and school en i onmen s was iewed as essen ial o maximizing in e en ion e ec i eness (Pa icipan 5).
These indings unde sco e he impo ance o mul idisciplina y collabo a ion and he eache ’s ole in ein o cing he apy wi hin
educa ional con ex s.
E hical conside a ions eme ged as cen al o play he apy implemen a ion. Teache s emphasized main aining
con iden iali y, ob aining in o med consen , and espec ing each child’s indi iduali y, senso y needs, and pace (Pa icipan s 1–5).
These p ac ices a e consis en wi h auma-in o med ca e p inciples and highligh eache s’ awa eness o he need o a sa e, non-
judgmen al en i onmen ha espec s child en’s digni y and au onomy. E hical adhe ence ensu es ha in e en ions a e bo h
e ec i e and esponsible, os e ing us and engagemen .
Finally, moni o ing and e alua ion we e iden i ied as c i ical o ensu ing he apy e ec i eness. Teache s ecommended
combining obse a ional ools, s anda dized assessmen s, and play-based e alua ions (Pa icipan s 1–4). Feedback om pa en s,
he apis s, and he child p o ided addi ional insigh in o eal-li e p og ess (Pa icipan 5). This mul i-me hod app oach aligns wi h
bes p ac ices in special educa ion, emphasizing e idence-based decision-making and ongoing adjus men o in e en ions o
mee indi idual needs.
In conclusion, he s udy illus a es ha play he apy is a dynamic, mul i ace ed in e en ion ha suppo s social,
emo ional, and beha io al de elopmen in child en wi h ASD. I s e ec i eness is enhanced h ough indi idualized app oaches,
e hical p ac ices, sus ained collabo a ion, and s uc u ed moni o ing. Teache s play a pi o al ole no only in deli e ing he apy
bu also in b idging educa ional and he apeu ic goals, ensu ing ha gains a e meaning ul and las ing.
Ano he se o indings o his s udy e eal ha special educa ion eache s iew play he apy as a powe ul in e en ion
ha add esses he complex de elopmen al, social, and emo ional needs o child en wi h au ism spec um diso de (ASD). Ac oss
all hemes, a consis en h ead eme ged: play he apy mus be indi idualized, s uc u ed ye lexible, and implemen ed wi hin
suppo i e en i onmen s ha ecognize bo h he s eng hs and challenges o lea ne s. Teache s emphasized he impo ance o
ailo ing ac i i ies o he di e se abili ies and sensi i i ies o child en, unde sco ing he necessi y o inclusi i y and emo ional sa e y
as ounda ional elemen s o p ac ice. A he same ime, hey s essed ha play he apy mus balance he apeu ic goals wi h
na u al engagemen , combining s uc u e wi h adap abili y.
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The indings also highligh ha e ec i e play he apy equi es an enabling en i onmen suppo ed by app op ia e
esou ces, senso y accommoda ions, and ime. Howe e , esou ce limi a ions and sys emic ba ie s con inue o challenge
eache s’ e o s, poin ing o he need o s onge ins i u ional suppo . Collabo a ion was iden i ied as ano he c i ical ac o ,
wi h eache s emphasizing open communica ion and pa ne ship wi h pa en s, he apis s, and colleagues o ein o ce consis ency
and maximize impac . Beyond implemen a ion, eache s also s essed he impo ance o moni o ing p og ess, adhe ing o e hical
s anda ds, and sa egua ding con iden iali y, while also ecognizing he long- e m impac o play he apy on child en’s social and
beha io al de elopmen .
Taken oge he , he i e hemes demons a e ha while play he apy holds g ea po en ial o enhancing he social
communica ion and emo ional egula ion o child en wi h ASD, i s success depends on eache compe ence, sys emic suppo ,
and collabo a i e engagemen wi h amilies and p o essionals. The s udy highligh s bo h he p omise o play he apy and he
p essing need o capaci y-building, esou ce alloca ion, and policy amewo ks ha sus ain i s e ec i e in eg a ion in o special
educa ion se ings.
P oblem 5. Wha amewo k can be de eloped om eache s sha ed expe iences and ecommenda ions o enhance he
implemen a ion o play he apy o child en wi h Au ism?
The esea che c ea es he Rebong Teache -In o med Play The apy Implemen a ion F amewo k oo ed in he
unde s anding ha eache s play a pi o al ole in child en's emo ional and de elopmen al g ow h. This amewo k p omo es a
holis ic, e idence-in o med, and eache -cen e ed app oach ha in eg a es child en’s unique needs, s uc u ed lexibili y,
en i onmen al suppo s, collabo a i e p ac ices, p o essional g ow h, and igo ous moni o ing. I aims o enhance he
e ec i eness, sus ainabili y, and scalabili y o play he apy in e en ions in special educa ion se ings.
Figu e 1: Rebong Teache -In o med Play The apy Implemen a ion F amewo k
The Rebong Teache -In o med Play The apy Implemen a ion F amewo k is a comp ehensi e model designed o in eg a e
he apeu ic play p ac ices wi hin educa ional se ings, pa icula ly guided by eache s’ insigh s and class oom eali ies. I
emphasizes he impo ance o ailo ing in e en ions o he unique de elopmen al, emo ional, and social needs o each child,
while ensu ing ha he s a egies a e easible and sus ainable wi hin school en i onmen s.
A he hea o he amewo k lies a cyclical p ocess o assessmen , planning, in e en ion, and suppo . Teache s begin
by obse ing and assessing child en’s beha io s, emo ional cues, and social in e ac ions. These obse a ions in o m he planning
o indi idualized, child-cen e ed in e en ions ha align wi h bo h he apeu ic goals and educa ional objec i es. The in e en ions
a e s uc u ed ye lexible, allowing child en o explo e h ough play while being gen ly guided by beha io al p inciples and clea
de elopmen al a ge s.
A c i ical componen o he amewo k is he op imiza ion o he en i onmen and esou ces. This in ol es c ea ing
suppo i e spaces ha encou age sa e, exp essi e play and ensu e ha ma e ials, ime, and pe sonnel a e alloca ed e ec i ely.
Teache s a e encou aged o adap hei class ooms o be mo e conduci e o he apeu ic play, which may include quie zones,
senso y ools, o collabo a i e play a eas.
E hical conside a ions and ongoing moni o ing a e also cen al o he amewo k. Teache s a e ained o ack p og ess,
e lec on ou comes, and adjus s a egies as needed, all while upholding e hical s anda ds ha espec child en’s au onomy and
emo ional sa e y. Sus ainabili y is emphasized h ough p ac ices ha can be main ained o e ime wi hou o e bu dening
educa o s o comp omising he quali y o ca e.
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IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5597
Finally, he amewo k unde sco es he impo ance o collabo a ion and p o essional compe ence. Teache s wo k
alongside men al heal h p o essionals, ca egi e s, and o he s akeholde s o ensu e a holis ic app oach. Con inuous p o essional
de elopmen is encou aged so ha educa o s emain in o med abou bes p ac ices in play he apy and child de elopmen .
Al oge he , he Rebong Teache -In o med Play The apy Implemen a ion F amewo k b idges he gap be ween
he apeu ic in e en ion and educa ional p ac ice, empowe ing eache s o become ac i e acili a o s o emo ional g ow h and
esilience h ough play.
This chap e p esen s he summa y o indings, conclusions and ecommenda ions o he s udy.
The indings e ealed ha play he apy p oduced long- e m imp o emen s in child en wi h au ism spec um diso de
(ASD), pa icula ly in enhancing social communica ion, ecip oci y, and emo ional egula ion. Special Educa ion eache s
signi ican ly con ibu ed o hese ou comes by designing s uc u ed ye lexible play ac i i ies, guiding pee in e ac ions, and
ein o cing skills ha ans e ed in o eal-li e con ex s.
Teache s iden i ied majo challenges in implemen ing play he apy, including limi ed esou ces, inadequa e aining, la ge
class sizes, and insu icien adminis a i e suppo . To add ess hese gaps, hey ecommended ongoing p o essional de elopmen ,
access o app op ia e play ma e ials and acili ies, smalle eache -s uden a ios, and s onge collabo a ion wi h pa en s and
school leade s.
The indings e ealed i e co e hemes wi h wen y- i e sub hemes ha unde sco e he impo ance o in e disciplina y
collabo a ion in implemen ing play he apy o child en wi h au ism. Fi s , sha ed esponsibili y among s akeholde s eme ged,
whe e eache s, he apis s, and pa en s emphasized join accoun abili y, clea ole delinea ion, mu ual us , ac i e pa en al
in ol emen , and sha ed goal-se ing o child de elopmen . Second, he in eg a ion o play he apy wi h indi idualized educa ion
plans (IEPs) highligh ed he need o alignmen wi h objec i es, adap a ion o lea ning needs, inco po a ion in o ou ines, lexible
modi ica ions, and collabo a i e p og ess moni o ing. Thi d, collec i e p oblem-sol ing o child en’s needs was e iden h ough
open communica ion, case con e encing, e idence-based s a egies, join b ains o ming, and eedback loops ha e ined
in e en ions. Fou h, capaci y-building h ough dialogue and aining su aced, wi h pa icipan s s essing egula eam mee ings,
men o ing, p o essional de elopmen , sha ing o bes p ac ices, and e lec i e app oaches. Las ly, he heme o sus ainabili y o
play he apy p ac ices emphasized long- e m suppo sys ems, esou ce-sha ing, in eg a ion in o school cul u e, ins i u ional
backing, and policy alignmen o ensu e las ing impac . Toge he , hese hemes highligh ha in e disciplina y collabo a ion
os e s holis ic in e en ion, adap abili y, and he long- e m iabili y o play he apy p ac ices in special educa ion.
F om hei li ed expe iences, eache s obse ed ha play he apy p o ided sa e and suppo i e se ings whe e child en
wi h ASD could p ac ice communica ion, u n- aking, and social ecip oci y. They also emphasized no iceable beha io al
imp o emen s, inc eased con idence among lea ne s, and he impo ance o e hical p ac ices such as espec ing indi iduali y and
main aining con iden iali y.
The s udy de eloped a Rebong Teache -In o med Play The apy Implemen a ion F amewo k based on he sha ed
expe iences and ecommenda ions o eache s. This amewo k is composed o six in e ela ed componen s: assessmen and
planning, cus omized in e en ions, esou ce and en i onmen al suppo , collabo a ion and p o essional de elopmen ,
moni o ing and e alua ion, and long- e m sus ainabili y. Collec i ely, hese componen s se e as a p ac ical guide o s eng hen
and imp o e he e ec i e applica ion o play he apy in special educa ion se ings.
The s udy concluded ha play he apy suppo s las ing imp o emen s in social communica ion, ecip oci y, and
emo ional egula ion in child en wi h au ism, wi h Special Educa ion eache s playing a c ucial ole h ough s uc u ed, lexible
play and acili a ing skill ans e o daily li e. Teache s ace challenges such as limi ed esou ces, insu icien aining, la ge class
sizes, and weak adminis a i e suppo , highligh ing he need o p o essional de elopmen , be e ma e ials, smalle classes, and
s onge pa en -school collabo a ion.
In e disciplina y collabo a ion is essen ial o e ec i e play he apy, cen e ed on sha ed esponsibili y, IEP in eg a ion,
collec i e p oblem-sol ing, capaci y-building, and sus ainabili y. Teache s also obse ed ha play he apy p o ides suppo i e
en i onmen s o p ac icing communica ion and social skills, boos ing con idence, and emphasizing e hical ca e.
The s udy esul ed in he Rebong Teache -In o med Play The apy Implemen a ion F amewo k, o e ing a p ac ical guide
wi h componen s o assessmen , cus omized in e en ions, esou ce suppo , collabo a ion, moni o ing, and sus ainabili y o
enhance play he apy's use in special educa ion.
The ecommenda ions highligh he impo ance o in en ionally in eg a ing s uc u ed play-based ac i i ies in o
class oom ou ines and daily eache -child in e ac ions. This app oach ensu es ha he social and emo ional skills child en de elop

A Play The apy App oach o Add essing Social Communica ion and Beha io al Challenges in Child en wi h Au ism
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5598
h ough he apy a e consis en ly ein o ced and applied in eal-li e con ex s, which helps maximize he long- e m bene i s o play
he apy.
Schools a e encou aged o make a ge ed in es men s o suppo e ec i e play he apy. This includes p o iding
comp ehensi e eache aining ocused on play he apy echniques, ensu ing access o app op ia e and di e se play ma e ials,
and main aining smalle class sizes o allow o mo e indi idualized a en ion. Addi ionally, s eng hening collabo a ion be ween
school adminis a ion and pa en s will c ea e a mo e suppo i e en i onmen ha can o e come pe sis en ba ie s o
implemen ing play he apy e ec i ely.
To u he enhance suppo o child en wi h au ism and o he needs, schools should es ablish o mal in e disciplina y
collabo a ion amewo ks. These amewo ks would p omo e sha ed accoun abili y among educa o s, he apis s, and o he
p o essionals, align in e en ions wi h indi idualized educa ion plans (IEPs), acili a e collec i e p oblem-sol ing, and suppo
ongoing capaci y-building. Long- e m ins i u ional commi men is i al o sus ain hese holis ic app oaches.
Teache s should also consis en ly p o ide sa e and suppo i e play en i onmen s whe e child en wi h au ism spec um
diso de can de elop impo an skills such as communica ion, social ecip oci y, and con idence. These en i onmen s mus espec
each child’s indi iduali y and uphold e hical s anda ds ega ding con iden iali y and digni y.
Las ly, schools should adop he Teache -In o med Play The apy Implemen a ion F amewo k de eloped h ough his
esea ch as a guiding ool. This amewo k suppo s he sys ema ic applica ion o play he apy by emphasizing ho ough
assessmen , ailo ed in e en ions, app op ia e esou ce alloca ion, collabo a i e ongoing aining, con inuous moni o ing o
p og ess, and planning o long- e m sus ainabili y. This comp ehensi e s a egy will help ensu e ha play he apy in e en ions
a e e ec i ely and consis en ly applied o bene i child en’s de elopmen .
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