Functional Play in Early Intervention: A Pillar of ABA, Speech, and OT Services

In today’s fast-paced world, understanding a child’s developmental trajectory is pivotal. Within early intervention, the concepts of Applied Behavior Analysis (ABA), Speech Therapy, and Occupational Therapy (OT) are often discussed. However, an essential component that binds these therapies together is functional play.
 
So, what is Functional Play?
 
Functional play, also known as “constructive play,” involves children using objects as they are intended to be used. For instance, rolling a toy car on the floor or stirring with a spoon in a play pot are examples of functional play. This form of play is foundational, often emerging in toddlers and providing a base for more complex forms of play as children grow (Parham & Fazio, 2008).
 
Functional play, with its simplicity and ubiquity, plays an indispensable role in cognitive development. Through these constructive interactions, children learn about cause and effect, delve into the rudiments of problem-solving, and familiarize themselves with the properties of objects. Furthermore, they begin to grasp the intricate nuances of roles and routines that permeate their daily lives, providing a tangible understanding of the world around them (Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011).
 
The realm of speech and language skills also finds its roots nurtured by functional play. As children engage with their environment, they naturally learn to label objects and understand prepositions. This form of play also establishes the rhythm of conversation, especially when children play in tandem with their peers or caregivers, offering an invaluable platform for linguistic growth (Girolametto & Weitzman, 2002).
 
From a motor skills perspective, particularly in the domain of Occupational Therapy, functional play stands out as a cornerstone. Activities that might seem rudimentary, like stacking blocks or manipulating toy tools, serve as essential exercises. These activities not only bolster a child’s gross and fine motor skills but also enhance their physical dexterity and coordination (Case-Smith & O’Brien, 2010).
 
In the world of Applied Behavior Analysis, functional play reveals its potency as a tool for teaching social interaction. Children are not just playing; they’re learning the art of turn-taking, the subtleties of interpreting cues, and the complexities of understanding emotions. This foundation is pivotal for developing empathy and honing vital social skills (Leaf & McEachin, 1999).
 
Functional play is not an endpoint but a stepping stone. As children master the foundational aspects of play, they pave the way for advanced forms, such as symbolic or imaginative play. Mastery over the basics ensures they’re well-equipped to explore, pretend, and immerse themselves in more abstract, intricate forms of play, building upon their already-acquired skills.
 
  References:
Parham, L. D., & Fazio, L. S. (2008). Play in Occupational Therapy for Children. Elsevier Health Sciences.
Lifter, K., Foster-Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention/early childhood special education. Infants & Young Children, 24(3), 225-245.
Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268-281.
Case-Smith, J., & O’Brien, J. C. (2010). Occupational therapy for children. Elsevier Health Sciences.
Leaf, R. B., & McEachin, J. (1999). A Work in Progress: Behavior Management Strategies and a Curriculum for Intensive Behavioral Treatment of Autism. DRL Books.
 
Note: This blog post is based on scholarly resources and offers general knowledge. Always consult with specialists for specific concerns about child development.