AutPlay® AutPlay®


Therapy Therapy is a play-based behavioral approach developed for


   to severe impairment with autism and other neurodevelopmental and     disorder and dysregulation issues (Grant, 2017). It combines play and behavioral therapies with a relationship-development approach.


AutPlay® ’s behavioral and developmental components are both


therapist- and caregiver-led (Grant, 2017). Play-based activities are  behavior emphasized by traditional behavioral therapy, with the age- appropriate social and emotional conceptual targets highlighted in


Additionally, AutPlay®


traditional developmental therapy approaches (Grant, 2017). 


that teaches caregivers how to implement therapist-prepared activities and how to adapt its framework to any available play-based scenario, bridging the gap between clinic, home, and school environments (Grant, 2017).


Through multiple single-case studies, Grant (2017) showed that child and adolescent participants in weekly AutPlay®


therapy includes: (a) intake, assessment therapy sessions


acquired skill gains after six months in the three main target areas: emotional regulation, social skills, and relationship development. The framework for AutPlay®


information gathering, and relationship development; (b) directive play intervention focusing on skill development for an unlimited number           consulting with parents, and celebrating the child’s accomplishments. AutPlay®


also includes a less directive component for young children and those who have greater impairment (Grant, 2017).


 Floortime (Greenspan & Wieder, 2006) utilizes the developmental, individual-difference, relationship-based (DIR; Greenspan & Wieder,           approaches. It is most commonly used for children with educational,        emotional interests similarly to child-centered play therapy (Landreth, 2012), yet it challenges children to develop greater mastery over        emphasizes parent and family involvement as important in children’s emotional relationship development, similar to Theraplay® (e.g., Booth & Jernberg, 2010). Adult involvement encourages treatment consistency across a variety of settings, such as at home and at school (National Association of School Psychologists, 2012).


The DIR approach uses relationships, natural motivation, and play to help children process information through the amygdala, which  behavioral


responses in a socially appropriate manner. Through a randomized controlled trial, Solomon, Van Egeren, Mahoney, Quon 22 | PLAYTHERAPY March 2019 | www.a4pt.org


Huber, and Zimmerman, (2014) showed increases in positive parent- child interactions and child language and development. More recently,  in children with autism using brief, relationship-focused intervention           


In stage one, the goal is to become calm, attentive, and interested in the world. During this stage, the therapist works to discover the child’s   him or her to look, listen, begin to move; and to calm when needed. If a child should become upset, the therapist provides the child with a sense of security to help him or her reestablish calm.


The second stage emphasizes therapist-child bonding and the establishment of a positive therapeutic relationship. The therapist’s role is to promote pleasurable feelings as children become more focused on people outside of themselves. The therapist’s emotional involvement promotes therapeutic alliance.


Stage three’s goal focuses on the child becoming a two-way communicator, promoting continuous back-and-forth communication between adult and child. The therapist’s role involves taking note of the child’s natural interests and challenging the child to express himself or herself in a purposeful way. The child will open a circle of communication through his or her actions and will close the circle of communication 


In stage four, the goal is to begin using a series of interactive emotional signals or gestures to communicate. The therapist challenges the child to interact to solve problems the child wants resolved. This can be practiced through modeling and exchanging gestures, such as sounds, words, and actions when working together on problems.


   convey intentions or feelings. Adult prompting encourages the child to  about the child’s wishes, dislikes, and interests.


 Stage six challenges the child to link ideas by expressing opinions, enjoying debates, and expanding their pretend dramas. This helps the child learn how to think critically by holding long conversations in which their opinions are important.


Conclusion There are a range of evidence-based therapeutic approaches that work with children and adolescents diagnosed with autism spectrum disorder such as applied behavioral analysis, cognitive behavioral therapy, social skills interventions, equine assisted therapy, and play therapies. AutPlay®


Floortime, using a developmental nondirective child-centered format, work to incorporate adult involvement in the therapeutic process and


      


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36