ENHANCING THINKING SKILLS AMONGST CHILDREN WITH AUTISM SPECTRUM DISORDER THROUGH PLAY THERAPY: A CASE STUDY IN AN INCLUSIVE CHILDCARE CENTRE IN KUCHING, SARAWAK
Bibliographic record
Abstract
Most children naturally engage in play as they progress through life. Play refers to enjoyable physical or mental activities that enhance children’s abilities to negotiate, solve problems, master manual dexterity, work in a team, share, make decisions, and work with others. However, those with autism spectrum disorder (ASD) typically experience the numerous play stages in fragments or do not undergo them at all. With this in mind, this study seeks to understand how interventions with play therapy impacts the development of thinking skills amongst children with ASD by asking the following questions: 1) How does play help enhance the development of thinking skills amongst children with ASD? 2) What are the play therapy strategies employed by nursery caregivers and occupational therapists (OTs) in enhancing thinking skills amongst children with ASD? The study sample consisted of 6 children with ASD aged 3-5 years old who were enrolled in an inclusive childcare centre in Kuching, Sarawak. For 3 months, nursery caregivers and OT at the childcare centre carried out interventions using play therapy strategies and observations focusing on the children’s thinking skills in interacting with peers their age who do not have ASD. Data were collected through observational checklists and video observations while secondary supporting data were collected via parental interviews, focusing on parental observation of their children’s thinking skills at home. Thematic analysis revealed that play therapy encouraged the development of these skills amongst children with ASD, particularly in problem solving and organisational skills daily. This qualitative study hopes to provide a richer understanding and insight into the impact of play therapy on children with ASD. It hopes to encourage educators and nursery caregivers in inclusive childcare centres to employ play therapy in interventions to improve thinking skills for children with ASD.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.004 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".