Authors : Vincent Macmbinji; Hussein Hussein

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/u6f3btbb

Scribd : https://tinyurl.com/4z6dw6kk

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN1026

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Social interaction, communication, and repetitive activities are among the symptoms of autism spectrum disorder (ASD), a neurodevelopmental disease. Learning and academic accomplishment are frequently difficult for children with autism (CWA). The use of play-based methods in interventions has drawn interest as a way to improve learning outcomes for children with autism (CWA). The purpose of this study is to investigate how well play-based methods can support learning and growth in CWA. This study aims to provide light on the possible role that play may play in meeting the educational needs of CWA by examining the advantages and drawbacks of play-based therapies. Social Interaction Theory will serve as the study's compass (Bandura, 1977).Twenty peer-reviewed journals from 2015 to 2021 were found during the review. The review comprised seven papers in total. According to the review, play-based approaches give teachers and therapists the adaptability and flexibility to tailor lessons to the interests, skills, and sensory preferences of individual students. By recognizing the efficacy of play-based therapies, stakeholders can encourage their inclusion in educational policies and practices.The findings show how play-based therapies can benefit children on the autism spectrum not just in their academic growth but also in their social skills, communication abilities, and overall well being.

Keywords : Autism, Play-based, Techniques, Learning.

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