Increasing Engagement for Young Children With Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program
Abstract
Way to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland’s early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.
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The capabilities of adults who care for children who are at risk of developmental delays or have neurodevelopmental needs are built through the supports they are given.
“As a result, the capabilities of adults who care for children who are at risk of developmental delays or have neurodevelopmental needs are built through the supports they are given (Beaumont et al., 2021;Verger et al., 2021)”
From The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it (2022) · cites this paper as Beaumont et al., 2021
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Moffat, T. (2022) · Kairaranga · doi:10.54322/kairaranga.v23i1.281 · Cited by 7 · see citing works
“As a result, the capabilities of adults who care for children who are at risk of developmental delays or have neurodevelopmental needs are built through the supports they are given (Beaumont et al., 2021; Verger et al., 2021) and these will be significant in supporting children’s development and learning.”
Background
- Authors
- Beaumont, D., Blakey, T., Stuart, N., & Woodward, J.
- Affiliations
- Ministry of Education (NZ)
- Corresponding author
- Beaumont, Dervla
- ORCID
- Beaumont, Dervla
- Venue
- Australasian Journal of Special and Inclusive Education
- Publisher
- Cambridge University Press (CUP)
- Published
- 2021-09-13
- Volume
- 45
- Issue
- 2
- Pages
- 178-190
- ISSN
- 2515-0731 (ISSN-L)
- 2515-074X
- OpenAlex
- W3201207628
- Cited by
- 3
- References
- 0
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 1
- FWCI
- 0.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Australasian Journal of Special and Inclusive Education (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- autism spectrum disorder, young children, play-based intervention, child engagement, early intervention, coaching, inclusion, teacher perceptions, home-based intervention
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