SPECIAL SECTION


the logical nature of the intervention, answering the question, “Why does this intervention work?”


intervention works, RCTs compare groups of children in different conditions. Because research has shown that clients often get better over time without any intervention, studies on effectiveness must, at the very least, show that a group of children who received intervention fared better than a group of children who received no intervention. In more advanced studies, researchers use conditions that offer alternative interventions to show that the particular play therapy intervention is more effective than other methods. When a  following intervention, the results would not indicate effectiveness of an intervention because we know that, on average, children are likely to get better regarding symptoms as they mature or time passes.


• Comparing groups.


• Random assignment of participants. RCTRCTs emp oy random employ randol assignment methods of placing participants in re


ensure that participants are comparable when looking at results of intervention versus alternative or no-interventntiion. Merelrely pl placing children in groups without randomizing indicates researcher bias 


s in research groups t en lo


ing at results of acin


ica es researcher bias 


In m• Measurements are valid and reliable. e.


intervention


easuring outcomes of play therapy versus


alternative or


intervention, researchers use measurements with published data on the reliability and validitydit of the instruments. When researchers choose to create questionnaires or


no- n


ose tests based on their on thei belief systems with weak or no data to suppo port t the measure, he measure,


results are considered biased and unsound. Add ti nal y, epor of instruments are also considered when checkiecking f fo b as therapists measure the progress of their own clients, this w uld not be considered a credible source regarding measuring chan e.


Additioi onallly, reporterrs orr bias. I Iff play


s


n clients, this would not suring change.


• Statistical outcomes were favorable. Folowing the method       


olllowing the methods


 based on valid statistical procedures.


So, the next time you are deciding upon attending a training or employing a new type of play therapy approach that claims to be evidence-based, ask the following questions:


ABOU TH ABOUT THE AUTH


THOR Dee Ra


groups to In order to show that a play therapy


1. Has there been an effectiveness research study conducted on this play therapy approach?   3. Were


children who received that play


therapy approach


compared to children who did not or who received another type of intervention? 4. Were children randomly assigned to groups? 5. Did the researcher use valid and reliable measures of change as recorded by credible reporters? 6. What was the level of change in favor of the play therapy approach?


Many approaches to play therapy are not supported by the completion of an RCT, and frequently the marketing of play therapy approaches involves a description of the play therapy approach as being or having           from being aware of mar marketeting techniques that are misleading in their advertisement. I Iff your goaloal is t is to provide an evidence- based play therapy intervention and if the answer to any an of the questions above is “No,” you might want to re-evaluate your approach or attend a different play therapy training.


ro f the qu ng. awa r adve is y i our


e your approach or at y tra


te qu at are m eadi pro ide an evidenc


ention and if the answer t ” you might want t nd a d fdifferen


Ray, Ph


PhD, LPC-SNCC RP Sisa S, NCC, RPT-S is a


Distinguished Teaching Professor and Director of the Center for Play Therapy at The University of North Texas. Dr. Ray has published over 100 articles, chapters and books examining the effectiveness and process of child centered play therapy.


Dee.Ray@unt.edu www.a4pt.org | September 2018 | PLAYTHERAPY | 9


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