Learn more about evidence based Teaching PLAY:

• Teaching PLAY, (TP) is a school-based version of The PLAY Project’s Autism Early Intervention model (PLAY), a parent-implemented intervention program for young children on the autism spectrum.   
• In PLAY, master’s level child development and pediatric professionals (SLP, OT, MSW, MEd/Teachers) are trained to certification to become PLAY Project Consultants (PPC) and use PLAY’s manualized, research-based approach.  
• PPCs then use a step-by-step program called The 7 Circles of The PLAY Project to train parents to connect with their child, in the home or clinic setting, to improve the child's communication, functional development, and social skills.  
• A large randomized controlled trial demonstrated that PLAY effectively improves caregiver-child interaction and children’s social interaction (see research reference below*). 

 

• In Teaching PLAY, the 7 Circles of The PLAY Project are adapted to the school setting. Instead of teaching parents, certified Teaching PLAY Consultants (TPC) train teachers and school staff to focus on engagement and social interaction with students on the autism spectrum. 

 

• Without disrupting classroom routines, TP is designed to be practical and efficient in teaching pre-school and kindergarten school staff to playfully engage children ASD in order to address the social challenges of these students that hinder true integration into the inclusive classroom. In Teaching PLAY, we believe that, for children with ASD, “Engagement leads to educational readiness.”

 

• There are 3 Teaching PLAY training options: 1.) Teaching PLAY: A Short Course, for school personnel interested in learning the basics. 2.) Teaching PLAY: Teacher Certification, an extended study in PLAY Project methods for the classroom; and 3.) Teaching PLAY for Schools. In this program, PLAY Consultants, specially trained in TP, will consult with the schools to implement the highest standard TP program in the school setting.

 

• The ‘Teaching PLAY for Schools’ program has been piloted in dozens of schools with very positive results. TPCs make 6 visits to the classroom, videotape interactions, and coach school personnel in Teaching PLAY principles, methods, techniques, and activities.  IEP goals that promote the child’s functional development are recommended. Parent involvement is highly recommended.

 

• Richard Solomon MD, a developmental and behavioral pediatrician, is the medical director and founder of The PLAY Project and Teaching PLAY programs.

 

• For more information visit our website at www.playproject.org or call 734-585-5333

 

 

 

About our Teaching PLAY Trainer

Katie Scott MS, LISW

Katie Scott lives in Columbus, Ohio and works at West Central Ohio Network as a PLAY and Teaching PLAY Consultant.  Katie is a PLAY Project supervisor, Teaching PLAY Mentor and Master Trainer. She has a Bachelor’s in Early Childhood Education from the University of Dayton, Master of Child Development from the Erikson Institute and an MSW from Loyola University of Chicago. She is an early intervention specialist and a clinical social worker. Katie’s experience in working with children has included Autism Spectrum Disorder, sensory-processing issues, medical issues, ADHD, Oppositional Defiant Disorder, Post-Traumatic Stress Disorder, genetic disorders and developmental delays. She has worked with a wide range of ages from birth to adults in a variety of settings (home, clinic, schools) for over 15 years.  Katie began her work with PLAY as a PLAY Tutor in 2006 and was officially trained to be a PLAY Consultant in 2012. Over the past few years, Katie has been invested in expanding Teaching PLAY and training as many educators as possible. She has been in over 100 classrooms coaching interdisciplinary teams and has provided several Teaching PLAY workshops. Outside of work, Katie enjoys traveling and spending time with her husband, Kevin, and children, Theo and Lucy.

Teaching PLAY is a classroom application of The PLAY Project that focuses on a child’s functional development and interaction so children with autism will be more successful in school both socially and academically.

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