Scoping Review on Play-Based Interventions in Autism Spectrum Disorder

Area of Science:

• Pediatrics
• Developmental Psychology
• Behavioral Therapy

Background:

• Autism Spectrum Disorder (ASD) presents challenges in daily functioning for children and adolescents.
• Play is recognized as a valuable therapeutic strategy for this population.
• Play-based interventions offer a promising avenue for ASD treatment.

Purpose of the Study:

• To systematically describe and categorize play-based interventions utilized in children and adolescents diagnosed with ASD.
• To review the existing literature on the application and characteristics of these interventions.

Main Methods:

• A comprehensive scoping review of peer-reviewed literature was performed.
• Searches were conducted across major databases including PubMed, Scopus, EMBASE, Web of Science, and PsycINFO.
• Experimental studies focusing on play-based interventions for ASD in English/Spanish were included, with data extracted using predefined tables.

Main Results:

• Fifteen studies, primarily from Australia published in the last decade, were included.
• Play-based interventions were classified into three categories: new technologies, symbolic play, and official techniques.
• Interventions typically involved weekly 30-60 minute sessions over approximately 11 weeks, often delivered by parents and teachers, with technology-based approaches being most prevalent.

Conclusions:

• Play-based interventions, particularly those incorporating new technologies, are frequently employed for children and adolescents with ASD.
• Significant variability exists in intervention duration and session frequency.
• Further research is essential to develop standardized play-based intervention protocols for effective clinical implementation and to advance evidence-based practices in ASD care.