Effectiveness of Play-mediated Video Modeling on Play in Children with Autism Spectrum Disorder: A Quasi-Experimental Study

Abstract

Abstract Background: Autism spectrum disorder (ASD) is a neurodevelopmental condition, characterized by deficits in social communication and repetitive behaviors. Children with ASD often exhibit significant challenges in play behavior, particularly in symbolic and imaginative play, which are crucial for social, cognitive, and emotional development. Addressing these deficits is essential for improving long-term developmental outcomes. Objectives: This study aims to evaluate the effectiveness of play-mediated video modeling on enhancing play behavior in children with ASD. Study Design: A quantitative, quasi-experimental design was used. Methods: Thirty children aged 3–6 years diagnosed with ASD were recruited and assigned to either an experimental group (n = 15) or a control group (n = 15) using convenience sampling. The experimental group received play-mediated video modeling combined with conventional occupational therapy (OT), while the control group received only conventional OT. The Indian Scale for Assessment of Autism (ISSA) and the Revised Knox Preschool Play Scale (RKPPS) were used to assess the severity of autism symptoms and play behavior, respectively. Interventions were conducted three times a week for 10 weeks. Data were analyzed using the SPSS software version 29.0, with paired and independent t-tests applied to assess within-group and between-group differences. Results: Significant improvements were observed in the experimental group across all dimensions of play behavior: space management (SM) (SM, P = 0.008, 95% confidence interval [CI] = −9.245, −1.755), material management (MM) (MM, P = 0.001, 95% CI = −8.243, −3.337), pretense/symbolic play (PS) (P = 0.017, 95% CI = −14.095, −1.505), participation (P) (P = 0.000, 95% CI = −8.743, −4.257), and overall age score (OA) (P = 0.000, 95% CI = −8.963, −4962). The control group also improved, but these changes were smaller and significant in only a few dimensions: SM (P = 0.028), MM (P = 0.002), participation (P) (P = 0.028), and overall age score (OA) (P = 0.001). Comparisons between the groups postintervention revealed that the experimental group had significantly higher scores in all play dimensions compared to the control group. Conclusion: The findings suggest that play-mediated video modeling is a highly effective intervention for improving play behavior in children with ASD. Incorporating this approach into conventional OT practices may provide substantial benefits, enhancing the various aspects of play behavior and supporting overall development in children with ASD. Future research should explore the long-term impacts and broader applicability of this intervention.