Play Based Approach Among Autism

Overview

This pilot study evaluates the effectiveness of the B.A.S.I.C.S. framework, a multimodal play-based intervention designed for children with autism spectrum disorder (ASD). The framework integrates balance, autonomy, social interaction, cognition, and self-reliance through structured, play-based therapeutic activities. The intervention combines motor, sensory, cognitive, communication, and peer-based activities within a therapeutic setting. Children with ASD aged 6-12 years who met the predefined eligibility criteria participated in the intervention. Participants received 45-minute multimodal play therapy sessions three times per week for six weeks. Activities were individualized and progressively graded according to each child's tolerance and performance. The effectiveness of the intervention was evaluated by comparing pre-intervention and post-intervention scores on the WeeFIM (Functional Independence Measure for Children) and the Paediatric Balance Scale. The primary purpose was to determine whether participation in the B.A.S.I.C.S. framework was associated with improvements in functional independence and balance among children with ASD. This study provides preliminary evidence regarding the potential effectiveness of a structured multimodal play-based approach that integrates motor, sensory, cognitive, and social components to support functional outcomes in children with ASD.

The B.A.S.I.C.S. framework is a structured multimodal play-based therapeutic approach developed to address multiple functional domains relevant to children with autism spectrum disorder (ASD). The framework integrates Balance, Autonomy, Social Interaction, Cognition, and Self-reliance within a single therapeutic program. The intervention uses play as a therapeutic medium to facilitate active participation and engagement while integrating motor, sensory, cognitive, perceptual-motor, communication, and peer-interaction components. Activities are individualized and progressively graded according to the child's tolerance and performance. The multimodal program incorporates cognitive-motor integration through structured obstacle-course activities, goal-oriented perceptual-motor activities, peer-based balance activities, synchronized rhythmic movement activities, Picture Exchange Communication System (PECS)-based communication activities, and sensory-motor fine-motor activities incorporating cognitive tasks. The cognitive-motor integration component combines gross motor activities such as stepping, crawling, jumping, balance-beam activities, and rocker-board activities with simple cognitive tasks including colour identification and object sorting. Goal-oriented perceptual-motor activities incorporate motor sequencing, stepping, jumping, and turning. Peer-based activities involve cooperative balance tasks to encourage postural control and social engagement. Synchronized movement activities use rhythmic movements and music to facilitate joint attention, turn-taking, recall, and social reciprocity. The communication component incorporates visual picture cards to facilitate functional communication and choice-making. Sensory-motor fine-motor activities involve manipulation of play clay and moulding tools together with cognitive tasks such as colour, shape, and counting activities. The overall framework is intended to provide an integrated therapeutic environment in which motor skills are practiced alongside cognitive engagement, sensory experiences, communication, social interaction, and functional participation. The study provides preliminary evidence regarding the effectiveness of this multimodal play-based framework in improving functional independence and balance among children with ASD.