Can Play Support Language Development in the Education of Young Children with Autism Spectrum Disorder?: An HLM Meta-Analytic Investigation

Authors

Gregory V. Boerio EdD, Youngstown State UniversityFollow
Karen H. Larwin, Youngstown State UniversityFollow

Abstract

The purpose of the current investigation is to analyze existing research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. The following study investigates whether play-based interventions should be considered as effective means of increasing language development in young children with ASD. The study examines specific moderators or variables associated with the effectiveness of play-based interventions. In order to conduct the present investigation, a meta-analysis will be conducted, based on a collection of available research. Using data extraction software, the researcher will conduct statistical analyses, Tau-U, and Hierarchical Linear Modeling (HLM) to measure effect sizes across the available data and further assess whether specific moderators play a role in the usefulness or success of play therapy to promote language development in young children with ASD. The results suggest that play therapy has a positive significant impact and is a viable option promoting development of children with ASD.

Recommended Citation

Boerio, Gregory V. EdD and Larwin, Karen H. (2025) "Can Play Support Language Development in the Education of Young Children with Autism Spectrum Disorder?: An HLM Meta-Analytic Investigation," Journal of Organizational & Educational Leadership: Vol. 11: Iss. 1, Article 4.
Available at: https://digitalcommons.gardner-webb.edu/joel/vol11/iss1/4