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    Play Types and Intervention (Therapy Techniques)

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    Lorenz Reyes
    This document discusses play in children and interventions for children with language and learning disorders. It defines different types of play and their developmental progression. Play is important for socialization, language development, and learning. The document outlines goals and activities for play interventions targeting different levels, such as sensorimotor play, parallel play, and cooperative play. The goal is to progressively develop children's play skills through activities that build from simple to complex interactions.

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    Play Types and Intervention (Therapy Techniques)

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    Lorenz Reyes
    76 views5 pages
    This document discusses play in children and interventions for children with language and learning disorders. It defines different types of play and their developmental progression. Play is important for socialization, language development, and learning. The document outlines goals and activities for play interventions targeting different levels, such as sensorimotor play, parallel play, and cooperative play. The goal is to progressively develop children's play skills through activities that build from simple to complex interactions.

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    This document discusses play in children and interventions for children with language and learning disorders. It defines different types of play and their developmental progression. Play is important for socialization, language development, and learning. The document outlines goals and activities for play interventions targeting different levels, such as sensorimotor play, parallel play, and cooperative play. The goal is to progressively develop children's play skills through activities that build from simple to complex interactions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    76 views5 pages

    Play Types and Intervention (Therapy Techniques)

    Uploaded by

    Lorenz Reyes
    This document discusses play in children and interventions for children with language and learning disorders. It defines different types of play and their developmental progression. Play is important for socialization, language development, and learning. The document outlines goals and activities for play interventions targeting different levels, such as sensorimotor play, parallel play, and cooperative play. The goal is to progressively develop children's play skills through activities that build from simple to complex interactions.

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    © All Rights Reserved
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    of 5

    SP 120: LANGUAGE AND LEARNING DISORDERS IN CHILDREN

    PLAY: GOAL-SETTING AND INTERVENTION


    Elinor Cunanan-Bautista
    November 04, 2015

    WHAT IS PLAY? (Lash & McCoy, 2011)


    1. Universal language of childhood
    2. A learning process, a social process, and an emotional process
    3. Way through which children learn to interact, relate with peers, and establish friendships

    DEVELOPMENT OF PLAY (Boucher, 1999; Bretherton 1984, Jarrold et al. 1993, Bretherton 1984)
    1. Sensorimotor play
     Involves manipulating objects for visual, auditory, touch or taste experiences or stimulation
     Handling of toys by feeling, licking, sniffing, turning them around, throwing them away
     Prefer proximal senses of touch and taste above visual exploration
    2. Exploratory and manipulative play
     Creates opportunities to learn about different objects, relations, and about ways to interact
    and influence the direct environment
    3. Physical play
     Includes rough and tumble play
     Teaches toddlers and preschoolers gross motor skills
     Provides the experience of whole body interaction with others and objects in their
    environment
    4. Social play
     Child’s playing by itself extends to noticing the play of others
     Teaches about social relationships and how to engage in them
     Examples: caregiver and baby, playing doctors and nurses
    5. Symbolic/Pretend play
     Around 24 months of age
     Pretending to do or to be something imaginary
     Develops imagination, understanding of how others feel, problem-solving, and communicating
     May evolve:
    o Self-pretend play (hold a telephone to his ear, drink from an empty cup)
    o Pretend action on toys or other people (cook with a pot on a toy stove, give teddy a drink)
    o Short sequence of pretend actions (feed bear, then give it a drink, then put it to bed or
    cook pretend soup, set the table for dinner, then feed people)
    o Use objects that are similar to but not exactly like what they represent (big red ball stands
    for an apple, string represents spaghetti)
    o Make up stories from his imagination and acts them out (pretend to be someone else, talk
    and carry out many pretend actions)

    TYPES OF PLAY
    (Lash & McCoy, 2011)
    1. Solitary: sharing of space, materials, or interaction is not required
    2. Parallel: playing along with others, observing others may or may not be involved
    3. Cooperative: sharing a common activity and working towards a common goal
    4. Unstructured: group activity that has no predictability
    5. Pretend: pretending that an object is something else
    6. Social: social interaction is involved

    (Sussman, 1999)
    1. No play with toys
     Exploring toys by chewing on them or rubbing the, against his face
    2. Nonfunctional play
     Using objects/toys in unconventional ways
     Explained by the child’s sensory preferences (likes the pattern formed or the sounds produced)
     Examples: Lining up, Banging
    3. Functional play
     Approximately 14 months of age
     Purposeful and appropriate use of toys and common objects
     Examples: rolling a ball, use of shape sorter, building blocks, placing a peg in a pegboard, fitting
    a puzzle piece into puzzle board
    4. Constructive play
     Use of materials to create something
     Involves planning ahead and working towards a goal
     Examples: building a tower, using paint to paint a picture

    PLAY IN AUTISM
    Play activity preferences of children with Autism (Quill, 1997)
    1. Using a computer
    2. Watching videos
    3. Looking at books
    4. Completing puzzles
    5. Using fine motor manipulatives
    6. Playing physical games

    REASONS FOR TEACHING PLAY (Lash & McCoy, 2011)


    1. Important part of language and social development
    2. For social success and avoid social isolation
    3. For observation of social behavior of others
    4. To learn sharing of toys and materials
    5. For expression of thoughts and feelings
    6. To foster joint attention which is crucial for learning language, academic, and pre-literacy skills
    7. For attaching meaning to language and everyday interactions
    8. For learning negotiation, collaboration, cooperation

    KINDS OF TOYS
    Toys that are useful for building play skills
    (Quill, 2000)
     Exploratory toy and activities (e.g. cause-effect toys, bubbles)
     Physical toys and activities (e.g. bicycles, playground)
     Manipulative toys (e.g. puzzles, pegs)
     Constructive toys (e.g. blocks)
     Arts and Crafts (e.g. playdoh, paints)
     Literacy activities
     Music activities
     Games (e.g. board games)
     Social games (e.g. Hide-and-Seek)

    (Lash & McCoy, 2011)


     Visually stimulating or interesting: bubbles, puzzles, Legos, shapes, cars, trucks, little people,
    “noisy” toys, things that move, play sets, computer programs
     Books: Pop-ups, touch books, puzzle, activity, word, coloring, theme character (Thomas the Train,
    Disney, Blues Clues, Spongebob)
     Physical activity toys: Trampoline, sandbox, swing, slide, rocking horse, ride or bounce on toys,
    jungle gym, hula hoop
     Social games: Follow the leader, Duck-duck-goose, Red light-Green light, Twister, Hide and Seek,
    Mother May I?, Charades, Animal charades, Ring toss, bowling games, horseshoes, bean bag toss
     Singing and dancing games: Wheels on the bus, pat-a-cake, Itsy Bitsy Spider, hokey-pokey, Pop goes
    the Weasel (the more repetition, the better)
     Games: Candyland, Connect4, card games, Lotto, matching games, Chutes and Ladders

    (Sussman, 1999)
     Cause-and effect toys: require child to push a button or pull a lever in order to produce a sound or
    make a toy pop-up
     Visual-spatial toys: have built-in structure that is easy for a child to figure out (puzzles, nesting cups,
    ring stack, shape sorters, pegboards, marble slide)
     Construction toys: Lego, building blocks, connecting toys like bead for stringing or pop-lock beads
     Exchange toys: toys that a child can give you then take them back (bean bags, plastic keys, Nerf balls,
    blown-up balloons, car, ball); can turn into exchange into a game of catch
     People toys: hard-to-operate toys that the child would need your help on to make them work (wind-
    up toys, music boxes, bubbles, Jack-in-the-box, spinning tops)
     Sensory/creative toys: sand, water, cotton balls, bowl of uncooked rice/pasta/beans/lentils
     Pretend play toys: toys that resemble real objects (toy telephone, toy cars/trains/trucks/planes,
    dolls, doll brushes, doll clothes, toy cash register with big coloured coins, doll house, toy furniture,
    kitchen set, food toys, costumes, puppets)
     Large play equipment: provide movement and natural place for interaction (slides, swings, jungle
    gym, see-saw, rocking horse, trampoline, wagons, bicycles)
     Games with rules: modified Bingo, Memory games, Peanut Butter

    GOAL SETTING (Lash & McCoy, 2011)


    Potential therapy goals:
     To develop an expanding interest in a variety of toys or objects
     To play and interact with others for increasing periods of time
     To expand the child’s play repertoire
     To demonstrate… (a specific level of play)

    INTERVENTION (Lash & McCoy, 2011)


     Intervention must be progressive.
     Target one skill at a time.
     Build from simple to complex.
    For the children at the sensorimotor level of play…
    Goals:
     For the child to play with simple toys appropriately (functional play).
     For the child to include you in his play once in a while (parallel play).
     For the child to learn how to operate new toys without always being shown (exploratory &
    manipulative play).
    Activities:
     Cause-and-effect toys: choose a toy that requires only one simple action (pushing a button, pulling a
    lever)
     Visual-spatial toys: use very simple toys with just a few pieces (puzzle boards with 1-2 pieces)
     Construction toys: child isn’t ready to build towers, but may like knocking them down; may also like
    taking or pulling things apart (poplock beads, beads on a string, Lego)
     Exchange toys: choose any toy that fits in the child’s hand (soft balls, bean bags, plastic keys) and
    can be sued for giving and taking
     People toys: music boxes, bubbles, balloons, hand-help air pump toys, wind-up toys, jack-in-the-box.
    Pinwheels, spinning tops, or any interesting toy inside a tightly closed clear box.
     Sensory/creative toys: container with uncooked rice/chickpeas/lentils and add shovels and plastic
    containers; sand, cotton balls, Styrofoam pieces, sticky playdough
     Pretend play: child may not be ready yet, but you can introduce it to the child (puppets, stuffed
    animals, doll, toy telephone, toy trains, trucks)
     Large play equipment: slides, swings, jungle gym, trampolines, see-saw, wagons

    If the goal is parallel play or sharing physical space with peers…


    Activities:
     Lego
     Toy cars
     Action figures
    Procedure:
     Join in the interaction to promote “proximity tolerance”.
     Select materials or activities that are motivating and interesting to the child.
     Set up materials in the shared space (table, mat area).
     Select activities that will allow the child to play with his own set of materials.

    If the goal is cooperative play or social play…


    Activities:
     Building block structures
     Collage or an art activity with materials like buttons, glitters, etc.
     Fishing
     Grocery shopping
    Procedure:
     Gently intrude and make the play interactive.
     Use physical games to encourage social interactions (ex. peek-a-boo).
     Select an activity wherein the child can work with others toward a common goal.
     Fishing: Place various fishes in an aquarium. Each kid will use his own fish net to scoop up a fish from
    the aquarium. All the kids will help in filling up the bucket with fishes.
     Grocery shopping: Set up a grocery store. Tell the kids you need help getting items from the store.
    All the kids will help in getting the pictured items from the grocery list.
    If the goal is pretend play…
    Activities & Procedure:
     Provide models of pretend play actions using toy food, toy dishes, pots, and pans. Pretend to
    prepare, serve, and eat the food. Guide the child how to use spoon to stir in a cup or pour water
    from a pitcher onto a cup.
     Demonstrate pretend play actions to the child by making a puppet or stuffed toy drink from a cup.
    The puppet/stuffed toy can get a toy food and offer it to the child as well.
     Mirror the child’s real life experiences by through toys and props that are similar to the ones used in
    actual situations. Think about what script can be applied: what can you and the child say during
    play? As the child becomes familiar with the script, provide more natural cues (waiting, looking
    expectantly) during the communication exchanges in play.
     Use toy telephones and present a scripted play.
     You can also provide scripts during pretend play. Examples: Yummy! I love apples! Hello? Bye-bye!
    How are you? What’s your order? Here you go.

    If the goal is playing games with rules…


    Activities:
     Modified Bingo using pictures of animals, familiar objects, or people
     Matching games
     Board games
     Twister game
    Procedure:
     Script should include “My turn”, “Your turn”.
     Take turns throwing basketball or bean bag in a basket while practicing, “My turn”, “Your turn”.

    USING PLAY TO TARGET C/F/U


    1. Consider the child’s interests as well as play level.
    2. Think about weaving your goals into the activities and toys that the child likes.
    3. Plan how to elicit your target content and form using the preferred activities and toys, and taking
    into consideration the child’s level of play.
    4. Plan how to facilitate the communicative function of your target content and form while using the
    activities and toys that the child likes.

    References:
    Lash, Erin, and McCoy, Patricia (2011). Play and Autism. American Speech-Language-Hearing Association.
    Naber, Fabiënne B. A. (2008). Play Behavior and Attachment in Toddlers with Autism. Journal of Autism
    and Developmental Disorders, May 38(5): 857–866.
    Sussman, Fern (1999). More Than Words. Canada: The Hanen Centre.
    The National Autistic Society. Play and Autism.

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