Symbolic play language during sensory integration treatment

Area of Science:

• Occupational Therapy
• Child Development
• Pediatric Therapy

Background:

• Play is widely recognized as a crucial component of sensory integration (SI) therapy.
• Despite its theoretical importance, empirical research on the role of play in SI interventions is limited.
• This study investigates the use of symbolic play language as a proxy for play during SI therapy.

Purpose of the Study:

• To examine the frequency and characteristics of symbolic play language used by therapists and children during SI therapy sessions.
• To explore the relationship between symbolic play language and factors such as child age and observed behaviors.
• To contribute to a better understanding of therapist-child interactions within the SI framework.

Main Methods:

• 41 videotaped SI therapy sessions involving 21 children and 12 therapists were analyzed.
• The Challenge Coding System was employed to record the occurrence of symbolic play language.
• Symbolic play language was defined as language incorporating participants, equipment, or activities into pretend play themes.

Main Results:

• Symbolic play language was a prominent feature in the analyzed SI therapy sessions.
• The frequency of symbolic play language showed correlations with child age and specific therapeutic interaction variables.
• Observed correlations included child effort, assistance seeking, therapist support, and activity modification.

Conclusions:

• Therapists frequently utilize play language in sensory integration therapy.
• The use of symbolic play language appears to support children in successfully engaging with and accomplishing therapeutic activities.
• Findings underscore the importance of play-based approaches in pediatric SI interventions.