Embedding play to enrich physical therapy

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dc.contributor.authorFiss, Alyssa LaForme
dc.contributor.authorHåkstad, Ragnhild Barclay
dc.contributor.authorLooper, Julia
dc.contributor.authorPereira, Silvana Alves
dc.contributor.authorSargent, Barbara
dc.contributor.authorSilveira, Jessica
dc.contributor.authorWillett, Sandra
dc.contributor.authorDusing, Stacey C.
dc.creator.orcidhttps://orcid.org/0000-0001-8173-4943
dc.date.accessioned2023-07-26T16:38:35Z
dc.date.available2023-07-26T16:38:35Z
dc.date.issued2023
dc.descriptionArticle originally published in Behavioral Sciences, 13(6), 440. English. Published online 2023. https://doi.org/10.3390/bs13060440
dc.description.abstractPlay is an active process by which an individual is intrinsically motivated to explore the self, the environment, and/or interactions with another person. For infants and toddlers, engaging in play is essential to support development across multiple domains. Infants and toddlers with or at risk of motor delays may demonstrate differences in play or challenges with engaging in play activities compared to typically developing peers. Pediatric physical therapists often use play as a modality to engage children in therapeutic assessment and interventions. Careful consideration of the design and use of physical therapy that embeds play is needed. Following a 3-day consensus conference and review of the literature, we propose physical therapy that embeds play should consider three components; the child, the environment, and the family. First, engage the child by respecting the child’s behavioral state and following the child’s lead during play, respect the child’s autonomous play initiatives and engagements, use activities across developmental domains, and adapt to the individual child’s needs. Second, structure the environment including the toy selection to support using independent movements as a means to engage in play. Allow the child to initiate and sustain play activities. Third, engage families in play by respecting individual family cultures related to play, while also providing information on the value of play as a tool for learning. Partner with families to design an individualized physical therapy routine that scaffolds or advances play using newly emerging motor skills.en_US
dc.description.sponsorshipThe consensus conference that led to this paper was funded by the Sykes Chair of Pediatric Physical Therapy, Health and Development Endowment at the University of Southern California. Researchers time was supported by 2 awards from the Eunice Kennedy Shriver National Institute of Child Health and Human Development; R01HD093624 (S.C.D.), and R01HD101900 (S.C.D., S.W., B.S).en_US
dc.identifier.citationThis is a published version of an article that is available at: https://doi.org/10.3390/bs13060440. Recommended citation: Fiss, A. L., Håkstad, R. B., Looper, J., Pereira, S. A., Sargent, B., Silveira, J., Willett, S., & Dusing, S. C. (2023). Embedding play to enrich physical therapy. Behavioral Sciences, 13(6), 440. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/15269
dc.identifier.urihttps://doi.org/10.3390/bs13060440
dc.language.isoen_USen_US
dc.publisherMDPIen_US
dc.rights.holder© 2023 by the authors. Licensee MDPI, Basel, Switzerland.
dc.rights.licenseCC BY 4.0
dc.subjectPlayen_US
dc.subjectPhysical therapyen_US
dc.subjectInfantsen_US
dc.subjectToddlersen_US
dc.titleEmbedding play to enrich physical therapyen_US
dc.typeArticleen_US

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