Empirically Based Play Interventions for Children
For individuals in the U.S. & U.S. territories
Empirically Based Play Interventions for Children is a compilation of innovative, well-designed play interventions, presented for the first time in one text. Play therapy is the oldest and most popular form of child therapy in clinical practice and is widely considered by practitioners to be uniquely responsive to children's developmental needs.
Play promotes normal child development and can help alleviate emotional and behavioral difficulties. Even so, play-based interventions have often been criticized for the lack of an empirical base to prove their efficacy. In an era of cost-containment, the need to provide evidence of the effectiveness of interventions is increasingly important in order to gain the general acceptance of third-party payers, mental health professionals, and consumers.
This book answers the call from professional and managed-care organizations for research-based treatment methods with proven efficacy. It describes a range of play interventions that feature flexibility in service delivery and across settings, child populations and age groups.
The editors and their contributors detail vital treatment components, including interventions that accommodate the developmental level of the child, target functional behaviors and competencies in children and parents, use psychometrically sound and clinically sensitive outcome assessments, and define successful outcomes by statistically meaningful methods.
Clinicians and researchers alike will benefit from this landmark text and will gain a fuller understanding of the key ingredients for developing future play interventions.
- Announcing Empirically Based Play Interventions for Children (PDF, 62KB)
—Linda A. Reddy, Tara M. Files-Hall, and Charles E. Schaefer
I. Empirically Based Play Prevention Programs
- The Primary Mental Health Project: A Play Intervention for School-Age Children
—Deborah B. Johnson, JoAnne L. Pedro-Carroll, and Stephen P. Demanchick
- Intensive Play Therapy With Child Witnesses of Domestic Violence
—Sarina Kot and Ashley Tyndall-Lind
- A Preventive Play Intervention to Foster Children's Resilience in the Aftermath of Divorce
—JoAnne L. Pedro-Carroll and Sheryl H. Jones
II. Empirically Based Play Interventions for Internalizing Disorders
- Posttraumatic Play Therapy: The Need for an Integrated Model of Directive and Nondirective Approaches
—Janine S. Shelby and Erika D. Felix
- Guided Fantasy Play for Chronically Ill Children: A Critical Review
—Melissa R. Johnson and Jennifer L. Kreimer
- A Review of Play Interventions for Hospitalized Children
—William A. Rae and Jeremy R. Sullivan
III. Empirically Based Play Interventions for Externalizing Disorders
- Child ADHD Multimodal Program: An Empirically Supported Intervention for Young Children With ADHD
—Linda A. Reddy, Craig Springer, Tara M. Files-Hall, Elizabeth Schmelzer Benisz, Yvonne Hauch, Dania Braunstein, and Tanya Atamanoff
- Parent–Child Interaction Therapy for Children Experiencing Externalizing Behavior Problems
—Amy D. Herschell and Cheryl B. McNeil
- A Cooperative Games Intervention for Aggressive Preschool Children
—April K. Bay-Hinitz and Ginger R. Wilson
IV. Empirically Based Play Interventions for Developmental Disorders and Related Issues
- Play Interventions for Young Children With Autism Spectrum Disorders
—Sally J. Rogers
- Filial Therapy: A Critical Review
—Risë VanFleet, Scott D. Ryan, and Shelly K. Smith
V. Final Comments
- Present Status and Future Directions for Empirically Based Play Interventions for Children
—Tara M. Files-Hall and Linda A. Reddy
About the Editors
Linda A. Reddy, PhD, is an associate professor of psychology, founder and director of the Child/Adolescent ADHD Clinic, and former director of the Center for Psychological Services at Fairleigh Dickinson University, Hackensack, New Jersey. She has published two edited books, Innovative Mental Health Interventions for Children: Programs That Work and Inclusion Practice in Special Education: Research, Theory, and Application. She has published over 30 book chapters and articles. She specializes in the assessment and treatment of children with disruptive behavior disorders, family–school interventions, test validation, behavioral consultation, play interventions, and treatment outcome evaluation. She maintains her practice in New Jersey. She received her BA (1986) in psychology from Boston University and her MA (1989) in educational psychology and PhD (1994) in school psychology from the University of Arizona. She completed postdoctoral research and a clinical fellowship at the Devereux Foundation Institute of Clinical Training and Research.
Tara M. Files-Hall, PhD, completed her predoctoral internship in clinical child psychology at St. Luke's Roosevelt Hospital Center in New York and her postdoctoral fellowship in the School District of Hillsborough County, Florida. Her clinical and research interests include disruptive behavior disorders, play therapy, early intervention, family–school assessment and intervention, group-based intervention, consultation, and program development and evaluation. She received her BA (1997) in psychology from the University of Central Florida and her MA (2000) and PhD (2003) in clinical psychology from Fairleigh Dickinson University, New Jersey. She maintains her private practice in Sarasota, Florida, and is employed as a school psychologist in Tampa, Florida.
Charles E. Schaefer, PhD, is a professor of psychology and former director of the Center for Psychological Services at Fairleigh Dickinson University, Hackensack, New Jersey. He is the cofounder and Board Member Emeritus of the International Play Therapy Association. Dr. Schaefer is the founder and codirector of the Play Therapy Training Institute in New Jersey. He has published over 40 books and numerous articles and book chapters on play-based interventions. He has over 30 years of experience working with young children and parents. Dr. Schaefer coordinates an annual international play therapy study group in England. He earned his BA from Fairfield University and his MA and PhD in clinical psychology from Fordham University (1967).