A Play Therapy Approach for Addressing Social Communication and Behavioral Challenges in Children with Autism

This study aimed to explore the lived experiences of f Education teachers in implementing the play therapy approach to address social communication and behavioral challenges among children with autism spectrum disorder. Using a qualitative phenomenological approach, data were collected through in-depth, semi-structured interviews with five special education teachers who were experts in Play Therapy. Findings revealed that play therapy fostered long-term improvements in social communication, reciprocity, and emotional regulation, with teachers serving as key facilitators who extended therapeutic gains into daily classroom and peer interactions. However, persistent challenges emerged, including limited resources, inadequate training, large class sizes, and insufficient administrative support, underscoring the need for professional development, improved access to materials, reduced teacher-student ratios, and stronger collaboration among stakeholders. The study further emphasized the centrality of interdisciplinary collaboration, identifying five core themes, shared responsibility, integration with individualized education plans (IEPs), collective problem-solving, capacity-building, and sustainability, that highlighted the importance of teamwork and institutional commitment. Insights from teachers lived experiences reinforced the value of play therapy as a supportive context for communication, confidence-building, and social reciprocity, while stressing the necessity of ethical practices such as confidentiality and respect for individuality. Culminating in the development of the Rebong Teacher-Informed Play Therapy Implementation Framework, the study presented a practical, teacher-grounded guide encompassing assessment, customized interventions, resource support, collaboration, monitoring, and sustainability. Overall, the findings contributed to strengthening the integration of play therapy in special education, ensuring that children with ASD receive holistic, sustained, and ethically grounded support.