Effect of Play Therapy on the Communication Skills of Children with Autism

Shirin  Aali; Atena  Mokhtari; Farhad  Rezazadeh; Seyed Amir  Ojagh; Nastaran  Moradzadeh

doi:10.18502/ssu.v33i11.21065

Shirin Aali Department of Physical Education, Farhangian University, Tehran, Iran.
Atena Mokhtari Bachelor of Science in Elementary Education, Farhangian University, Bent-e-Hoda Sadr Campus, Ardabil, Iran.
Farhad Rezazadeh Department of Sports Biomechanics, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Ardabil, Iran
Seyed Amir Ojagh Department of Sports Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
Nastaran Moradzadeh Department of Sports Biomechanics, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Ardabil, Iran

DOI: https://doi.org/10.18502/ssu.v33i11.21065

Keywords: Autism, Children, Communication interactions, Communication skills, Play therapy

Abstract

Introduction: Autism spectrum disorder is characterized by impairments in social and communication interactions. Play serves as a natural means for children's development, significantly enhancing communication abilities in this group. This study aimed to investigate the effect of play therapy on the communication skills of children with autism and analyze the supportive role of parents in this process. This research utilized a qualitative approach and a systematic content analysis of available scientific sources. Data were collected via a comprehensive review of relevant studies between 2010 and 2024. An initial search was conducted in domestic (Normegs, Irandoc, Jahad Daneshgahi) and international (Google Scholar, PubMed, Scopus) databases with combined keywords such as "play therapy", "autism", and "communication skills". Out of the 142 identified articles, 29 eligible studies were finally selected through a three-stage screening process that involved eliminating irrelevant studies, assessing quality, , and ensuring alignment with the research objectives. Data analysis utilized a three-stage coding process (open, axial, selective) along with theme identification in MAXQDA software version 2024.

Conclusion: Data analysis led to the extraction of 6 main themes: 1) Understanding the communication structure of autistic children (sensory-motor problems, difficulty in emotion sharing), 2) The role of play therapy in the development of cognitive, personality, and self-awareness skills, 3) Communication convergence via intentional group and altruistic games, 4) The importance of parental participation in emotional and educational support, 5) cognitive empowerment and reduction of stereotyped behaviors, and 6) management of behavioral disorders. Results indicated that play therapy improved eye contact, reduced anxiety, strengthened language skills, and increased social participation. Play-based interventions reduced anxiety by 29%.