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Child-Centered Play Therapy for Children with Autism: a Case Study Ashley H Antioch University AURA - Antioch University Repository and Archive Student & Alumni Scholarship, including Dissertations & Theses Dissertations & Theses 2015 Child-Centered Play Therapy for Children with Autism: A Case Study Ashley H. Morgenthal Antioch University - New England Follow this and additional works at: http://aura.antioch.edu/etds Part of the Clinical Psychology Commons Recommended Citation Morgenthal, Ashley H., "Child-Centered Play Therapy for Children with Autism: A Case Study" (2015). Dissertations & Theses. 223. http://aura.antioch.edu/etds/223 This Dissertation is brought to you for free and open access by the Student & Alumni Scholarship, including Dissertations & Theses at AURA - Antioch University Repository and Archive. It has been accepted for inclusion in Dissertations & Theses by an authorized administrator of AURA - Antioch University Repository and Archive. For more information, please contact [email protected], [email protected]. Running head: A CHILD-CENTERED INTERVENTION FOR AUTISM Child-centered Play Therapy for Children with Autism: A Case Study by Ashley H. Morgenthal B.A., Hampshire College, 2009 M.S., Antioch University New England, 2013 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Psychology in the Department of Clinical Psychology at Antioch University New England, 2015 Keene, New Hampshire A CHILD-CENTERED INTERVENTION FOR AUTISM ii Department of Clinical Psychology DISSERTATION COMMITTEE PAGE The undersigned have examined the dissertation entitled: CHILD-CENTERED PLAY THERAPY FOR CHILDREN WITH AUTISM: A CASE STUDY presented on March 19, 2015 by Ashley H. Morgenthal Candidate for the degree of Doctor of Psychology and hereby certify that it is accepted*. Dissertation Committee Chairperson: Kathi Borden, PhD Dissertation Committee members: Gina Pasquale, PsyD William Slammon, PhD Accepted by the Department of Clinical Psychology Chairperson Kathi A. Borden, PhD on 3/19/15 * Signatures are on file with the Registrar’s Office at Antioch University New England. A CHILD-CENTERED INTERVENTION FOR AUTISM iii Dedication Since the first time I worked with her, Mary was an inspiration to me, both professionally and personally. Her family has been a major support to her personal development and this research along the way. I dedicate this research to Mary and her family. A CHILD-CENTERED INTERVENTION FOR AUTISM iv Acknowledgements I cannot begin to think of a sufficient way to show my gratitude to all of the individuals who have helped me through this process. I am so thankful for all of the guidance, patience, and support that has come my way. Dr. Kathi Borden, my advisor, has guided this process and helped me cultivate a meaningful research project that I feel passionate about. Thank you for accepting my numerous emails full of questions, and my countless fears of never finishing this process. Your direction in this project is invaluable. Your belief in me during this process, and my journey through Antioch, has helped me academically, professionally, and personally. Dr. Bill Slammon, thank you for your countless conversations about this project, along with your guidance to shape it along the way. Your supervision and instruction has truly helped create my professional voice, as well as my confidence in my clinical endeavors. Dr. Gina Pasquale, your work has always been an inspiration to me. Your feedback and support of this project has been invaluable. Thank you for your belief in this research, your reliable guidance, and genuine nature. I also wish to thank my partner, Meg, for your countless support and “holding” throughout this process, and my time at Antioch. Somehow, you have been able to tolerate my nerves, tears, early mornings, and late nights, while always bringing a smile to my face. You have always been, and continue to be, an inspiration to me. To my mother and father, thank you for showing me what hard work is and making it possible for me to complete this journey. You both inspire me every day. Tara and Mark, thank you for your constant encouragement and advice along the way. I could not have done it without the support and guidance from my family. Finally, to my nephews, Travis and Mason, thank you for showing me what it is to be a kid again and for reintroducing me to the power of play. A CHILD-CENTERED INTERVENTION FOR AUTISM v Table of Contents Abstract ........................................................................................................................................1 Chapter 1: Literature Review .......................................................................................................2 Statement of the problem ...................................................................................................2 Current research study.……………………………………………………………. .........3 What is Autism? ......................................................................................................................3 Defining autism ..................................................................................................................3 Language and communication ...........................................................................................5 Imitation ........................................................................................................................6 Play and Autism Spectrum Disorder.......................................................................................7 Previous ideas about the ability to engage in symbolic play .............................................7 The development of symbolic play ....................................................................................8 Images of symbolic play for children with autism .............................................................8 Play Theory .............................................................................................................................11 The developmental functions of play .................................................................................11 Experiences of symbolic play: The child’s right to play ..............................................13 Play therapy .......................................................................................................................14 The importance of nondirective play therapy for children with autism ........................17 Interventions for Children with Autism ..................................................................................19 Theoretical Foundations: Child-Centered Play Therapy (CCPT) ...........................................21 Interventions ......................................................................................................................23 Unconditional positive regard .......................................................................................24 Accurate empathic understanding .................................................................................25 Congruence ...................................................................................................................25 Child-centered play therapy with children with autism: A new approach .........................26 Benefits of a relationship-based intervention ...............................................................27 Essential elements of CCPT and their relation to autism .............................................28 Previous research on CCPT with children with autism .....................................................29 Summary .................................................................................................................................30 Research Questions .................................................................................................................31 Chapter 2: Method .......................................................................................................................32 A CHILD-CENTERED INTERVENTION FOR AUTISM vi Research Design: Case Study .................................................................................................32 Intervention .............................................................................................................................34 Participant ..........................................................................................................................34 School setting .....................................................................................................................36 Play materials .....................................................................................................................36 Psychotherapy ....................................................................................................................37 Data Collection .......................................................................................................................37 Videotapes, clinical notes, and privacy ..............................................................................37 Data Analysis Procedures .......................................................................................................39 Framework for coding........................................................................................................40 Reliability and validity .......................................................................................................41 Conceptual Hypothesis ...........................................................................................................42
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