Implementing play and language therapy to work with preschool children with language and behavioral issues.

Abstract

Communicating thoughts and needs is one of the most essential components of being human. In the United States, 6.4 million preschool-age children are diagnosed with a language disorder (American Speech-Language-Hearing Association, 2019). Many of these children also exhibit co-morbid behavior issues. Difficulties with effective communication and behavior can result in academic, social, and personal issues for these children (Balch & Ray, 2015). While speech-language pathologists (SLPs) are well versed in providing communication interventions, there is a lack of specific knowledge related to behavioral aspects. Collaborating with play therapists (PTs) who work with preschool youth can enhance this knowledge and potential interventions. For instance, relationship-based play therapy interventions such as Child Teacher Relationship Therapy have proven to be effective at helping to develop positive relationships and behaviors in non-counseling settings (Socarras et al., 2015). When integrated with developmental language strategies, play therapy skills can potentially address communication, social, and behavioral needs of preschool children with comorbid language and behavior issues (Parsons et al., 2019). The purpose of this manuscript is to discuss the development, training, and application of a relationship-based play therapy intervention known as Play and Language Therapy delivered collaboratively by credentialed PTs and SLPs working with preschool children with language disorders and behavioral issues.

Comparing the Effectiveness of Cognitive-Behavioral Play Therapy and Resilience-Based Play Therapy on Anxiety, Executive Functioning Behaviors, and Emotional Expression in 6 to 8-Year-Old Children Undergoing Dental Treatment

“…Therefore, the second hypothesis of the study is confirmed. These findings are consistent with results from previous studies (Abdollahian et al, 2013;Adamiat et al, 2019;Davis & Barnes, 2021;Faramarzi & ghanei, 2020;Farnam et al, 2020;Fattahi Andebil et al, 2018;Kumar et al, 2022;Mahmoodi et al, 2022;Mehrafza et al, 2022;Perryman & Bowers, 2018;Sarah et al, 2021;Thomas et al, 2022).…”

“…Given that the presence of fear, anxiety, and psychological issues in children can hinder the care and follow-up of treatment (Ahlen et al, 2018;Egbe et al, 2023), attention to therapeutic methods, especially in preschool ages, becomes crucial for reducing psychological problems in children. Psychotherapists use various treatments for anxiety and psychological problems in children, including cognitive-behavioral therapy, family therapy, and play therapy (Davis & Barnes, 2021). The cognitive-behavioral approach is based on three assumptions: an individual's behavior is influenced by thoughts, imaginations, perceptions, and other cognitive events; individuals play an active role in their learning and create some of their environment; and for cognitive constructs to be useful in individual efforts to change behavior, cognitive and behavioral involvement must be realized practically (Murray, 2015).…”