As parents of children with autism, finding ways to foster your child’s development and learning is a top priority. One of the most effective and enjoyable ways to achieve this is through play-based learning. Play has a profound impact on a child’s development, especially for those on the autism spectrum.

Play is a natural and essential activity that facilitates learning, social interaction, and skill acquisition. Numerous studies and experts have emphasized the vast array of benefits that play-based learning offers to children with autism. Here are just a few:

• Enhanced Social Skills

Play provides an ideal platform for children to learn and practice social skills in a relaxed and enjoyable environment. Engaging in cooperative play scenarios encourages turn-taking, sharing, and social interaction, fostering improved social skills among children with autism.

• Improved Communication

Play-based learning supports language development and communication skills. During play, children are motivated to communicate their needs, thoughts, and ideas, which aids in speech and language development. For non-verbal children, play can serve as a means of communication and expression.

• Cognitive Development

Through play, children explore their surroundings, solve problems, and develop critical thinking skills. Play-based activities stimulate cognitive abilities, including memory, attention, and executive functioning, contributing to overall cognitive development.

• Emotional Regulation

Play offers a safe space for children to express emotions, explore feelings, and learn to regulate their emotions. It helps them understand and manage emotions, improving emotional regulation and coping skills.

• Sensory Integration

Play activities encompass various sensory experiences, helping in sensory integration for children with sensory sensitivities. Sensory play, such as water play or tactile activities, helps desensitize and regulate sensory responses.

Play-based learning activities can encompass diverse forms, including imaginative play, sensory play, structured games, and role-playing scenarios. Tailoring play activities to a child’s interests and strengths maximizes engagement and learning opportunities.

Research conducted by experts like Dr. Sally J. Rogers and Dr. Geraldine Dawson, as cited in “Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement,” highlights the effectiveness of play-based interventions, such as the Early Start Denver Model (ESDM). ESDM integrates play-based activities with evidence-based teaching strategies, significantly improving children’s social communication and cognitive skills.

Similarly, studies in the “Journal of Autism and Developmental Disorders” by Dr. Kasari and Dr. Smith underscore the positive effects of play interventions on social communication outcomes in children with autism.

At ABA Connect, we believe in the power of play-based ABA therapy. 

Our centers are filled with kids playing and interacting with each other, not sitting at tables working alone. 

Integrating play-based learning into everyday routines not only promotes skill development but also creates enjoyable and meaningful experiences for children with autism. It is a powerful tool that nurtures holistic development, laying the foundation for future growth and learning.

By embracing the principles of play-based learning and incorporating them into your child’s daily activities, you empower them to learn, explore, and thrive in an environment tailored to their unique needs and abilities.

Remember, every child is unique, and finding the right play-based activities that resonate with your child’s interests and strengths is key to their ongoing development. If you’re interested in learning more about how our play-based style of ABA can work for your family, please contact us today at 833.225.9393 or learn more at abaconnect.com.

References:

• Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement.
• Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Journal of Autism and Developmental Disorders.