Collaboration Between Child Play Therapy and Speech-Language Pathology: Case Reports of a Novel Language and Behavior Intervention

2021 ◽  
pp. 1-16
Author(s):  
Diane Frome Loeb ◽  
Eric S. Davis ◽  
Tara Lee
Keyword(s):  
Play Therapy ◽  
Research Collaboration ◽  
Case Reports ◽  
Challenging Behaviors ◽  
Parent Report ◽  
Child Therapy ◽  
Sentence Length ◽  
Child Play ◽  
And Behavior ◽  
General Communication

Purpose It has been well documented that a significant number of children with developmental language disorders (DLDs) also exhibit challenging behaviors. In this study, a new intervention (Play and Language [PAL]) was developed through a research collaboration between a speech-language pathologist and a play therapist. The purpose of this clinical focus article is to describe child play therapy techniques and how these, along with early language intervention techniques, may positively impact preschool children's general communication and behavior. Method Students in a communication sciences and disorders program were trained to use a combination of child therapy techniques and language facilitation procedures in the PAL approach. Five preschool children, who displayed DLD and challenging behaviors, participated in a 2-week daily intensive intervention. Pre- and postintervention data for general communication and behavior skills were collected through parent report and language sample data. Student clinician and parent surveys were collected to assess the feasibility of conducting the new intervention and the parent-observed outcomes and satisfaction. Results A majority of the children who participated in the study increased their intelligibility and number of different words. Fewer than half increased their sentence length. These same children decreased their challenging behaviors, with 11 of 14 behaviors being reduced to normal levels. All parents reported satisfaction with their child's results. In addition, students trained to provide the intervention reported high levels of satisfaction with the training to implement PAL and that they were confident in providing the intervention techniques. Conclusion Together, our exploratory data provide preliminary and limited evidence that combining play therapy and language facilitation techniques may improve general communication skills and decrease challenging behaviors within the same intervention. Supplemental Material https://doi.org/10.23641/asha.16840459

scholarly journals Da Ludoterapia Não-Diretiva à Ludoterapia Centrada na Criança –Desenvolvimento Histórico

2021 ◽  
Vol 27 (2) ◽  
pp. 213-226
Author(s):  
Rosa Angela Cortez de BRITO ◽  
José Célio FREIRE ◽  
Lucas Guimarães BLOC ◽  
Virginia de Saboia Moreira CAVALCANTI
Keyword(s):  
Play Therapy ◽  
Child Psychotherapy ◽  
Therapeutic Process ◽  
Child Therapy ◽  
Humanistic Psychology ◽  
Child Play ◽  
Narrative Literature ◽  
Practical Development ◽  
Narrative Literature Review ◽  
Client Centered Therapy

The development of the Person-Centered Approach was divided into phases that presents the attitudes that are part of therapeutic relationship, regardless of the public served. However, in the specificity of child psychotherapy, the theoretical and practical development of the approach points to the existence of peculiarities. This study aims to present, through narrative literature review, based on Gadamer's philosophical hermeneutics, the possible characteristics related to the child therapy, starting from a return to the PCA phases. We discuss the foundations of child therapy in Rogers and Axline's classic perspective, understanding how child play therapy is characterized in non-directive, reflective, experiential and post-Rogerian phases. We discuss contemporary proposals in the European, American, and Brazilian contexts. We conclude that this delimitation enables a clearer perception of changes and improvements amongst to the Rogers and Axline's pioneering work, always having as its axis the relational dimension and the tendency to growth as a motor of the therapeutic process. Palavras-chave : Humanistic psychology; Client centered therapy; Child psychotherapy; Play therapy.

scholarly journals A Longitudinal Study of the Relation between Childhood Activities and Psychosocial Adjustment in Early Adolescence

2021 ◽  
Vol 18 (10) ◽  
pp. 5299
Author(s):  
Rosa S. Wong ◽  
Keith T. S. Tung ◽  
Nirmala Rao ◽  
Frederick K. W. Ho ◽  
Ko Ling Chan ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Psychosocial Development ◽  
Video Game ◽  
Screen Time ◽  
Early Life ◽  
Internalizing Symptoms ◽  
Parent Report ◽  
Child Play ◽  
Externalizing And Internalizing Problems ◽  
Parent Child

Background: Although an increasing body of research shows that excessive screen time could impair brain development, whereas non-screen recreational activities can promote the development of adaptive emotion regulation and social skills, there is a lack of comparative research on this topic. Hence, this study examined whether and to what extent the frequency of early-life activities predicted later externalizing and internalizing problems. Methods: In 2012/13, we recruited Kindergarten 3 (K3) students from randomly selected kindergartens in two districts of Hong Kong and collected parent-report data on children’s screen activities and parent–child activities. In 2018/19, we re-surveyed the parents of 323 students (aged 11 to 13 years) with question items regarding their children’s externalizing and internalizing symptoms in early adolescence. Linear regression analyses were conducted to examine the associations between childhood activities and psychosocial problems in early adolescence. Results: Early-life parent–child activities (β = −0.14, p = 0.012) and child-alone screen use duration (β = 0.15, p = 0.007) independently predicted externalizing problems in early adolescence. Their associations with video game exposure (β = 0.19, p = 0.004) and non-screen recreational parent–child activities (β = −0.14, p = 0.004) were particularly strong. Conclusions: Parent–child play time is important for healthy psychosocial development. More efforts should be directed to urge parents and caregivers to replace child-alone screen time with parent–child play time.

Integrating Play Therapy and Mental Health Consultation

2017 ◽  
pp. 232-248
Author(s):  
Krystal Vaughn ◽  
Erin Dugan
Keyword(s):  
Mental Health ◽  
Play Therapy ◽  
Treatment Plan ◽  
Challenging Behaviors ◽  
American Psychological Association ◽  
Mental Health Consultation ◽  
American Psychological ◽  
Health Consultation ◽  
Consultation Model ◽  
Treatment Plans

Many parents and teachers are often confounded when it comes to figuring out a child's presenting issues. Mental health consultants are able to note the frequency, proximity, duration and intensity of and in which the behavior(s) occur (American Psychological Association, 2013; Henderson & Martin, 2014). These professionals are equipped with the tools, education, and experience and are able to gather information, observe, and assess the challenging behaviors or presenting issues in order to formulate and conceptualize a treatment plan for the child, their parent(s), and/or the school/center based setting. Additionally, mental health consultants may offer valuable feedback; increase of knowledge, skills and awareness; development of treatment plans; and implementation of the necessary interventions. This chapter seeks to provide professionals with the definitions, differences, structure, and implementation of a mental health consultation model.

Play Therapy for Children With Neurodevelopmental Disorders

2019 ◽  
pp. 264-280
Author(s):  
Gaurav Thapliyal ◽  
Sushma Kotnala
Keyword(s):  
Play Therapy ◽  
Neurodevelopmental Disorders ◽  
Therapeutic Approaches ◽  
The World ◽  
Recent Trends ◽  
And Behavior

A play is referred to the language of children through which they express and communicate their feelings, thoughts, and behavior in a playful way. Play therapy enables children to gain an understanding of themselves and the world around them and helps them to overcome behavioral, emotional, social, and various other issues through play activities. The chapter majorly focuses on the effectiveness of play therapy in different neurodevelopmental disorders. Recent trends and studies suggested that play therapy is one of the most favored therapeutic approaches used in the children with various neurodevelopmental disorders.

scholarly journals Burden of caregivers of patients with frontotemporal lobar degeneration – a scoping review

2019 ◽  
pp. 1-21 ◽  
Author(s):  
Tina Karnatz ◽  
Jessica Monsees ◽  
Diana Wucherer ◽  
Bernhard Michalowsky ◽  
Ina Zwingmann ◽  
...  
Keyword(s):  
Caregiver Burden ◽  
Scoping Review ◽  
Frontotemporal Lobar Degeneration ◽  
Healthcare Professionals ◽  
Web Of Science ◽  
Case Reports ◽  
Behavior Changes ◽  
Behavioral Disturbances ◽  
Young Onset Dementia ◽  
And Behavior

ABSTRACT Background: Frontotemporal lobar degeneration (FTLD) is the second-most common cause of young-onset dementia. Personality and behavior changes lead to high caregiver stress and burden, but little support is available. Our aim is to present the evidence on the characteristics, challenges and unmet needs of caregivers as well as on possible interventions. Methods: We conducted a scoping review on caregiver burden using PubMed, Web of Science and ScienceDirect. A total of 69 articles were considered eligible and were analyzed in the present study. Results: Through the analysis of 69 empirical articles, our results show that caregivers of patients with FTLD are often younger in age, have children and find behavioral disturbances to be the most burdensome. Nine studies assessed the needs of and support for caregivers. Ten studies compared the burden in different forms of FTLD, 19 compared FTLD to other types of dementia, and one compared the caregiver burden between two countries. Eight studies reported on interventions for caregivers or interventions taking burden into account. One study assessed the support structure for caregivers of FTLD patients. Five case reports, eight research overviews and three reviews addressed specific needs and challenges. Conclusions: Further research should reproduce and validate efficacious interventions and focus on underage children of FTLD patients and findings from non-Western countries. Additionally, support structures for FTLD caregivers should be assessed and extended. Awareness both in the wider population and among healthcare professionals is an urgent need for the future.

Is Individual Child Play Therapy Effective?

2019 ◽  
Vol 30 (7) ◽  
pp. 715-723 ◽  
Author(s):  
James Drisko ◽  
Perri Corvino ◽  
Lisa Kelly ◽  
Jane Nielson
Keyword(s):  
Systematic Review ◽  
Play Therapy ◽  
Effect Sizes ◽  
Individual Child ◽  
Inclusion Criteria ◽  
Child Play ◽  
Empirically Supported ◽  
Wide Range

This article reports a systematic review of the effectiveness of individual child play therapy with children aged 4–12 on several different presenting concerns. From over 5,000 citations, 180 studies were reviewed in detail and 17 met the inclusion criteria. A wide range of results on different concerns were revealed, with effect sizes ranging from d = –0.04 to g = 3.63, though most ranged from .35 to .80. Across most concerns, play therapy was affirmed as an empirically supported therapy.

scholarly journals Can children’s play themes be assessed to inform play therapy practice?

2020 ◽  
pp. 135910452096451
Author(s):  
Bridget Sarah ◽  
Judi Parson ◽  
Kate Renshaw ◽  
Karen Stagnitti
Keyword(s):  
Experimental Study ◽  
Mixed Methods ◽  
Play Therapy ◽  
Pretend Play ◽  
Therapeutic Change ◽  
Standardized Assessment ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Baseline Measure ◽  
Child Play

In play therapy with children, identifying play themes is key to understanding the meaning within sessions, and allows therapists to systematically track therapeutic change. This study investigated if play themes could be identified using a time limited, standardized assessment, for children aged 5–7 years. A descriptive, observational mixed methods, non-experimental study with 30 typically developing children was conducted, with participants assessed individually on one occasion using the Child-Initiated Pretend Play Assessment (ChIPPA). Play themes were able to be identified for 26 of the 30 participants. Of these 26 children, a range of primary and subthemes were observed. These findings indicate that a baseline measure of both play ability and play themes can be integrated to prescribe and align the model of play therapy with the needs of the child. Play themes were not identified for four participants which may be due to limited pretend play ability, indicating that deficits in play ability may need to be addressed in the first instance.

Examining the Bidirectional Relations Between Language and Behavior in Head Start Children

2020 ◽  
pp. 027112142094502
Author(s):  
Zhe Gigi An ◽  
Songtian Zeng ◽  
Ching-I Chen ◽  
Hongxia Zhao
Keyword(s):  
Head Start ◽  
Challenging Behavior ◽  
Structural Equation ◽  
Challenging Behaviors ◽  
Equation Modeling ◽  
Head Start Children ◽  
Bidirectional Relationship ◽  
Race Ethnicity ◽  
Bidirectional Relations ◽  
And Behavior

The purpose of this study is to examine the bidirectional relationship between children’s language development and challenging behaviors as well as the moderating roles of gender and race/ethnicity. We conducted a number of structural equation modeling analyses with a national representative sample ( N = 2,462) of Head Start children from the 2014 Head Start Family and Child Experiences Survey. Results suggest that there is no bidirectional relationship between vocabulary development and challenging behavior in the full sample. However, gender, race/ethnicity, and the interaction between the two moderate associations between language and behavior.

Play therapy for bereaved children: Adapting strategies to community, school, and home settings

2011 ◽  
Vol 32 (2) ◽  
pp. 132-143 ◽  
Author(s):  
Nancy Boyd Webb
Keyword(s):  
Hurricane Katrina ◽  
Play Therapy ◽  
Terrorist Attack ◽  
Treatment Method ◽  
Child Play ◽  
Developmental Factors ◽  
Bereaved Children ◽  
Group Play Therapy ◽  
Teachers And Parents ◽  
Special Circumstances

Play therapy is a highly adaptable treatment method that can be modified according to children’s ages, circumstances, and settings in which counseling occurs. Play therapy may be used in schools, community settings, and homes to help children following the death of a significant other. After reviewing basic developmental factors that affect children’s ability to comprehend the meaning of death, the article discusses the special circumstances of grief in different situations, including community-based counseling after Hurricane Katrina, school-based group play therapy following a teacher’s death, and conjoint parent-child play therapy after a father’s death in a terrorist attack. Increasing the acceptability and effectiveness of play therapy, professionals must consider and incorporate family and community traditions and beliefs. Additionally, professionals are encouraged to support teachers and parents in utilizing play-based activities to facilitate children’s expressions of grief.

The Integration of Cognitive and Behavioral Interventions in Routine Behavior Therapy

1998 ◽  
Vol 12 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Michael Linden ◽  
Jaqueline Pasatu
Keyword(s):  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Behavioral Interventions ◽  
Depressive Disorders ◽  
Case Reports ◽  
Routine Care ◽  
Cognitive Behavior ◽  
Therapeutic Practice ◽  
And Behavior ◽  
Open Question

Some theoretical positions see cognitive therapy and behavior therapy as separate while others see the two as integrated forms of treatment. An open question is how these perspectives are reflected in therapeutic practice and whether in routine care one should speak from different modes and schools of treatment or rather an integrated form of cognitive-behavior therapy. Thirteen hundred and forty-four epidemiologically representative and extensive case reports, written for treatment application in routine outpatient care, were analyzed by content-analytic methods. The results indicated that cognitive and behavioral interventions were used at the same rate and in an integrated way under the heading of behavior therapy. Some differences in treatment modes were found between different mental disorders. In depressive disorders cognitive methods were slightly more prevalent (95%) than behavioral methods (86%) while in anxiety disorders behavioral techniques (95%) were used somewhat more frequently than cognitive methods (83%). It was concluded that under the perspective of epidemiology of care an integrated form of cognitive behavior therapy is what therapists actually provide.

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