Implementation and Outcomes of Play-Based Therapies for Emotional Regulation and Social Functioning Among Autistic Students: A Conceptual and Implementation Model Within Comprehensive School-Based Mental Health System
Faculty Mentor
Rebecca Rivera
Major/Area of Research
School Social Work, Doctorate of Social Work
Description
INTRODUCTION: Children and adolescents with autism spectrum disorder (ASD) often experience heightened anxiety, difficulties with emotional regulation, and challenges in social-emotional functioning, highlighting the critical role of school-based mental health interventions.
METHOD: This systematic review synthesizes empirical evidence from 2010 to 2025 on the effectiveness of play-based therapies—compared to non-play or no-treatment approaches—in improving emotional and social outcomes for students with ASD.
RESULTS: Findings indicate that play-based modalities, such as structured play therapy, drama and art-based interventions, and peer-mediated play programs, can enhance self-regulation, reduce anxiety, and foster social connectedness by leveraging children’s natural modes of expression and engagement; however, implementation in school settings remains inconsistent, with reported barriers including limited clinician training and supervision in play therapy methods, time constraints within school schedules, lack of administrative support, and insufficient resources, contributing to gaps between evidence and practice.
DISCUSSION/CONCLUSION: The review underscores the need for systemic support, professional development, and interprofessional collaboration to strengthen the use of play-based approaches within comprehensive school mental health frameworks, and is further informed by the development of a conceptual model and implementation framework that illustrate how multi-level system factors and practitioner roles shape intervention outcomes and sustainability; implications for policy, clinician training, and future research are discussed.
Implementation and Outcomes of Play-Based Therapies for Emotional Regulation and Social Functioning Among Autistic Students: A Conceptual and Implementation Model Within Comprehensive School-Based Mental Health System
INTRODUCTION: Children and adolescents with autism spectrum disorder (ASD) often experience heightened anxiety, difficulties with emotional regulation, and challenges in social-emotional functioning, highlighting the critical role of school-based mental health interventions.
METHOD: This systematic review synthesizes empirical evidence from 2010 to 2025 on the effectiveness of play-based therapies—compared to non-play or no-treatment approaches—in improving emotional and social outcomes for students with ASD.
RESULTS: Findings indicate that play-based modalities, such as structured play therapy, drama and art-based interventions, and peer-mediated play programs, can enhance self-regulation, reduce anxiety, and foster social connectedness by leveraging children’s natural modes of expression and engagement; however, implementation in school settings remains inconsistent, with reported barriers including limited clinician training and supervision in play therapy methods, time constraints within school schedules, lack of administrative support, and insufficient resources, contributing to gaps between evidence and practice.
DISCUSSION/CONCLUSION: The review underscores the need for systemic support, professional development, and interprofessional collaboration to strengthen the use of play-based approaches within comprehensive school mental health frameworks, and is further informed by the development of a conceptual model and implementation framework that illustrate how multi-level system factors and practitioner roles shape intervention outcomes and sustainability; implications for policy, clinician training, and future research are discussed.