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What is IPG?
About Integrated Play Group Therapy
M.A.P.S provides children the opportunity to develop their social and play
skills in a supportive and accepting environment. Our purpose is to
implement a play therapy model based on the Integrated Play Group (IPG), to
increase social/play skills for children diagnosed with Autism Spectrum
Disorders.
What is Integrated Play Group Therapy?
The Integrated Play Group model was created by Pamela Wolfberg, Ph.D. out
of deep concern for the many children who are missing out on peer play
experiences as a vital part of childhood. Drawing on current theory, research
and practice, the IPG model is designed to support children of diverse ages
and abilities on the autism spectrum, in play with typical peers/siblings in
home, school and community settings.
Children meet regularly in small groups led by a qualified adult facilitator
(Play Guide). Each group is customized as a part of a child's individual
education / therapy program. Through a carefully tailored system of support,
emphasis is placed on maximizing children's developmental potential, as
well as intrinsic desire to play, socialize and form meaningful relationships
with peers. An equally important focus is on teaching the peer group to be
responsive, accepting and inclusive of children who relate and play in
different ways.
Guided participation is used to support players in mutually enjoyed play
experiences that encourage social interaction, communication, play and
imagination such as pretending, constructing, art, music, movement and
interactive games. Play guides incorporate routines, rituals and visual
supports while monitoring initiations, scaffolding, and guiding
social-communication and play geared to each child's unique interests, ability
and experience. Gradually, the adult withdraws support as the children learn
to mediate their own play activities. IPG offers natural opportunities for
children to simply have fun and make friends while engaged in socially and
culturally meaningful activity.
Challenges in Peer Relations and Play
Many children with social problems, particularly children on the autism
spectrum, face serious challenges learning how to play and socialize with
peers. Autism is a complex condition that impedes children's spontaneous
development of reciprocal social interaction, communication, play and
imagination. Despite opportunities for play, these children do not naturally
acquire capacities to pretend and coordinate social activities with other
children. Problems conveying and interpreting social-communication cues
make it difficult to join peers in play. Attempts to socialize are often subtle,
obscure or poorly timed and mistaken as signs of deviance or limited social
interest. Many children spend inordinate amounts of time alone pursuing
repetitive and unimaginative activities. Without appropriate intervention, they
are at high risk for being excluded from their peer culture and leading
impoverished play lives.
Importance of Play with Peers
Research shows that children learn and develop in a multitude of ways
through shared experiences in play. Play's significance is far reaching as a
social and cultural context through which children acquire symbolic
capacities, interpersonal skills and social knowledge. Moreover, peers
perform a distinct role in fostering children's socialization and development
that cannot be duplicated by adults. While playing with peers, children acquire
many interrelated skills that are necessary for attaining social competence
and forming meaningful friendships. They learn to communicate effectively,
solve problems, negotiate and compromise, understand the feelings and
perspectives of others and work out emotional conflicts. Particularly within a
social-pretend framework, children practice and assimilate these skills while
exercising their imaginative potential. Considering play's social, cultural and
developmental significance, enhancing opportunities for children with autism
to become competent in play with peers is of prime importance.
About Integrated Play Group Therapy
M.A.P.S provides children the opportunity to develop their social and play
skills in a supportive and accepting environment. Our purpose is to
implement a play therapy model based on the Integrated Play Group (IPG), to
increase social/play skills for children diagnosed with Autism Spectrum
Disorders.
What is Integrated Play Group Therapy?
The Integrated Play Group model was created by Pamela Wolfberg, Ph.D. out
of deep concern for the many children who are missing out on peer play
experiences as a vital part of childhood. Drawing on current theory, research
and practice, the IPG model is designed to support children of diverse ages
and abilities on the autism spectrum, in play with typical peers/siblings in
home, school and community settings.
Children meet regularly in small groups led by a qualified adult facilitator
(Play Guide). Each group is customized as a part of a child's individual
education / therapy program. Through a carefully tailored system of support,
emphasis is placed on maximizing children's developmental potential, as
well as intrinsic desire to play, socialize and form meaningful relationships
with peers. An equally important focus is on teaching the peer group to be
responsive, accepting and inclusive of children who relate and play in
different ways.
Guided participation is used to support players in mutually enjoyed play
experiences that encourage social interaction, communication, play and
imagination such as pretending, constructing, art, music, movement and
interactive games. Play guides incorporate routines, rituals and visual
supports while monitoring initiations, scaffolding, and guiding
social-communication and play geared to each child's unique interests, ability
and experience. Gradually, the adult withdraws support as the children learn
to mediate their own play activities. IPG offers natural opportunities for
children to simply have fun and make friends while engaged in socially and
culturally meaningful activity.
Challenges in Peer Relations and Play
Many children with social problems, particularly children on the autism
spectrum, face serious challenges learning how to play and socialize with
peers. Autism is a complex condition that impedes children's spontaneous
development of reciprocal social interaction, communication, play and
imagination. Despite opportunities for play, these children do not naturally
acquire capacities to pretend and coordinate social activities with other
children. Problems conveying and interpreting social-communication cues
make it difficult to join peers in play. Attempts to socialize are often subtle,
obscure or poorly timed and mistaken as signs of deviance or limited social
interest. Many children spend inordinate amounts of time alone pursuing
repetitive and unimaginative activities. Without appropriate intervention, they
are at high risk for being excluded from their peer culture and leading
impoverished play lives.
Importance of Play with Peers
Research shows that children learn and develop in a multitude of ways
through shared experiences in play. Play's significance is far reaching as a
social and cultural context through which children acquire symbolic
capacities, interpersonal skills and social knowledge. Moreover, peers
perform a distinct role in fostering children's socialization and development
that cannot be duplicated by adults. While playing with peers, children acquire
many interrelated skills that are necessary for attaining social competence
and forming meaningful friendships. They learn to communicate effectively,
solve problems, negotiate and compromise, understand the feelings and
perspectives of others and work out emotional conflicts. Particularly within a
social-pretend framework, children practice and assimilate these skills while
exercising their imaginative potential. Considering play's social, cultural and
developmental significance, enhancing opportunities for children with autism
to become competent in play with peers is of prime importance.
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