The effects of play-based interventions on social and play skills in children with autism spectrum disorder: a meta-analysis
- 1Department of Psychiatric Nursing, Marmara University, Istanbul, Turkey
- 2Department of Pediatric Health and Diseases Nursing, Medipol University, Istanbul, Turkey
Abstract
Background: Autism Spectrum Disorder (ASD) is characterized by deficits in social communication and interaction, along with restricted and repetitive behaviors. Play-based interventions are widely used to enhance social and play skills in children with ASD; however, their overall effectiveness remains unclear.
Aims: This meta-analysis aimed to evaluate the effects of play-based interventions on social and play skills in children with ASD.
Methods: A systematic search was conducted in PubMed, Web of Science, EBSCOhost, YOK Thesis, and Google Scholar between June and October 2024. Study quality was assessed using Joanna Briggs Institute appraisal tools appropriate to each design. Seven studies met the inclusion criteria. Data were analyzed using Comprehensive Meta-Analysis (CMA) Version 2. Standardized mean differences (SMD) with 95% confidence intervals (CI) were calculated using meta-analytic techniques, supported by narrative synthesis.
Results: Play-based interventions were significantly associated with improvements in social skills (SMD = -1.774, 95% CI: -3.088 to -0.461; p = 0.008; I² = 93.730) and play skills (SMD = 1.518, 95% CI: 0.237 to 2.798; p = 0.020; I² = 94.768). Subgroup analyses showed that Child-Centered Play Therapy (CCPT), Image-Sand Play Therapy (ISPT), and Sensory Integration-Based Play Therapy (SIBPT) demonstrated comparatively larger effect sizes. Interventions delivered by trained therapy professionals yielded greater effectiveness. High heterogeneity was observed across studies.
Conclusions: Play-based interventions appear effective in improving social and play skills in children with ASD; however, findings should be interpreted cautiously due to substantial heterogeneity. Further high-quality studies are warranted.
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BibTeX
@article{bas2026effects,
title = {{The effects of play-based interventions on social and play skills in children with autism spectrum disorder: a meta-analysis}},
author = {Yeter Çuvadar Baş and Semra Karaca and Esra Demi̇rci̇ Ecevi̇t},
journal = {Irish Journal of Medical Science},
year = {2026},
month = jun,
doi = {10.1007/s11845-026-04477-x},
url = {https://doi.org/10.1007/s11845-026-04477-x},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - The effects of play-based interventions on social and play skills in children with autism spectrum disorder: a meta-analysis
AU - Yeter Çuvadar Baş
AU - Semra Karaca
AU - Esra Demi̇rci̇ Ecevi̇t
PY - 2026
DA - 2026/06/13
JO - Irish Journal of Medical Science
DO - 10.1007/s11845-026-04477-x
UR - https://doi.org/10.1007/s11845-026-04477-x
AB - Background: Autism Spectrum Disorder (ASD) is characterized by deficits in social communication and interaction, along with restricted and repetitive behaviors. Play-based interventions are widely used to enhance social and play skills in children with ASD; however, their overall effectiveness remains unclear. Aims: This meta-analysis aimed to evaluate the effects of play-based interventions on social and play skills in children with ASD. Methods: A systematic search was conducted in PubMed, Web of Science, EBSCOhost, YOK Thesis, and Google Scholar between June and October 2024. Study quality was assessed using Joanna Briggs Institute appraisal tools appropriate to each design. Seven studies met the inclusion criteria. Data were analyzed using Comprehensive Meta-Analysis (CMA) Version 2. Standardized mean differences (SMD) with 95% confidence intervals (CI) were calculated using meta-analytic techniques, supported by narrative synthesis. Results: Play-based interventions were significantly associated with improvements in social skills (SMD = -1.774, 95% CI: -3.088 to -0.461; p = 0.008; I² = 93.730) and play skills (SMD = 1.518, 95% CI: 0.237 to 2.798; p = 0.020; I² = 94.768). Subgroup analyses showed that Child-Centered Play Therapy (CCPT), Image-Sand Play Therapy (ISPT), and Sensory Integration-Based Play Therapy (SIBPT) demonstrated comparatively larger effect sizes. Interventions delivered by trained therapy professionals yielded greater effectiveness. High heterogeneity was observed across studies. Conclusions: Play-based interventions appear effective in improving social and play skills in children with ASD; however, findings should be interpreted cautiously due to substantial heterogeneity. Further high-quality studies are warranted.
SN - 0021-1265
SN - 1863-4362
ER -