A case study of play-based intervention for a learner with multiple disabilities

Abstract

Special education increasingly prioritizes tailored, comprehensive approaches for students with multiple conditions. Experts use innovative interventions for growth and development in various areas, such as playing. Hence, this study is a qualitative case design that aims to explore how a play-based intervention framework worked for an 8-year-old boy named John, who has ASD, ADHD, and GDD. John participated in play-based intervention sessions guided by the 3C play-based intervention framework. Data was collected through direct observations, teacher interviews, and analysis of John’s interactions and progress within a classroom setting. The study revealed that building a strong teacher-learner relationship was essential to understanding and meeting John's needs. Tailored activities significantly enhanced John’s communication, attention, and social skills. Collaborative efforts among teachers, parents, and other professionals ensured a consistent and supportive environment, promoting John’s overall wellbeing and developmental progress. Recommendations include the broader implementation of this framework in similar educational settings.