Play-Based Early Intervention

Parent coaching in early intervention speech therapy sessions can be delivered through play-based interventions or routine activities.

In this article, we share best practice guidance on parent coaching through play-based early interventions.

Play-based interventions are defined by the What Works Clearinghouse (WWC, 2012) as "practices designed to improve social, emotional, physical, and cognitive development through interactive play." They can be implemented in a variety of settings, including clinics, small groups, and the home. Play-based interventions can be delivered in one-on-one sessions with the therapist, or parents/caregivers can be coached to use supportive strategies during play.

• Roberts and Kaiser (2011) found that parent training in social communication skills through play that focused on increasing parent responsiveness to child responses had a positive effect on children's language skills.

Likewise, Barton et al. (2020) found that direct instruction of play skills in children aged 2 to 5 years with disabilities is effective, and the study found strong evidence supporting the use of adult modeling of play and language skills with children with disabilities.

Therefore, researchers recommend that adults model multiple play behaviors (different types of play), using a variety of common toys (dolls, blocks, etc.).

A point to consider:

Although structured play is a valuable learning opportunity for young children, it is only one of 11 categories of family and community activity settings in which children participate, and play itself may not be a daily routine for all families. Therefore, targeting skills and strategies in home play activities may not be the most appropriate or efficient way to target certain skills or strategies, because they are not part of their natural routine or environment.

Therefore, it is recommended that the therapist gain insight into what families do during the day and provide parent/caregiver coaching in the settings most appropriate for them.

The "Bagless" Therapy Strategy

McWilliam (2010) called the toy bag the "icon of the early intervention home visitor" because the toy bag is usually filled with stimulating toys that are considered beneficial to child development (cognition, language, etc.), and may also include a variety of other useful and stimulating items the therapist deems necessary.

Therapists who take toy bags into homes tend to provide direct intervention with the child by interacting with the child and playing with toys, rather than coaching parents/caregivers to use strategies.

Occasionally, parents/caregivers will participate in sessions, and usually at the end of the visit, the toys are packed back into the bag and taken away.

Although using the toy bag this way during home visits is not "bad," it may not make sense if the toys are taken at the end of the session, as the family will not be able to use the same materials after the visit.

Some parents/caregivers find it difficult to replicate the strategies demonstrated by the therapist when using their own toys, so practice is limited. In addition, taking the toy bag away after the end of the session suggests that the contents of the bag are what make the difference, not the strategies and approach.

Recently, early intervention service providers have begun adopting a "bagless" therapy approach. This involves using materials available in the home environment and demonstrating how to use them to support child development, rather than bringing a toy bag.

Therapists can demonstrate how to use familiar items as toys, or they can coach parents/caregivers on how to use language facilitation strategies in daily routines.

Alternative items that can be used as toys at home:

• Use picture books and labels on everyday items, and talk to the child about magazine pictures or those appearing in free advertisements.
• Whisk some soap to make your own bubble mix, and use a feather, a small piece of paper, or a tissue to pop these bubbles.
• Use musical instruments or wooden spoons and bang on pots; for example: put dry rice or pasta inside an empty pot and shake it.
• Use cereals such as: cornflakes, dry rice, or pasta (if the child is still putting things in their mouth),
• Fill the bathtub or empty plastic containers with water and let your child have fun

By downloading the Ynmo Plan app, take the initiative in early screening of your child's language and apply the Language Development Scale to see how their language skills are developing

Try the Language Development Scale now!

Originally published in Arabic. This English version was produced with AI-assisted translation; the Arabic original remains the reference.