Jason: A Case Study of Play Therapy & Autism
By Carolyn Knarr, MSW, LCSW, Director of Children’s Therapeutic Services
Jason is an eight-year old boy who is starting third grade. He is smart, funny, and loves video games. He is often teased at school, which causes him to feel badly about himself. Although he likes being around other children, he does not seem to get invited over to their houses. His mother said he is just a little “different”. He gets frustrated easily and has difficulty with fine motor skills, such as handwriting.
The therapist scheduled a session with the parents to gather background information and discuss their current concerns before meeting with Jason. During this session, the therapist learned certain information about his development which were possible indicators of autism. His parents were surprised by this, as they thought children with autism were “in their own world” and had communication problems. The therapist explained to the parents that autism is a continuum of symptoms. These include difficulties in social communication, difficulty being flexible when changes in routine occur, and over-sensitivity to sensory input, such as touch, sounds, and temperature. The therapist and parents set goals for treatment.
The therapist then met with Jason and, after several sessions and some diagnostic testing, a diagnosis of autism was confirmed. Although his parents did not want Jason “labeled,” the diagnosis helped them understand his behaviors and learn effective interventions. It also helped Jason receive accommodations at school to help his learning and social skills. The therapist recommended an evaluation by a pediatric occupational therapist for Jason’s sensory processing disorder, as Jason displayed some of these symptoms such as an aversion to certain clothing and food textures, oversensitivity to light touch, loud noises, and smells.
Therapy for Jason included using Legos (one of his favorite activities) and other play activities to help him learn interactive skills and social communication. The therapist also set up scenarios in which Jason learned to deal with unexpected changes. Together, they problem-solved ways Jason could deal with frustration and bullying. These were practiced in session. Using cognitive restructuring, Jason began to feel better about himself and view his differences as unique and special instead of negative.
This is just one example of how a child can be helped by meeting each one where he or she is and working collaboratively. Here at Agape Christian Counseling Services we approach the individual holistically, so that we not only identify problem areas but also seek to determine each one’s strengths. We help them to identify themselves as more than an apparent problem or deficit. This helps them to not only behave in a more adaptive way, but also to have a stronger sense of identity.
About the Author:
Carolyn Knarr earned her Master’s Degree from Washington University, and has been counseling for over 20 years. She is a member of the National Association of Social Workers, and is a licensed clinical social worker.
Carolyn has a strong background in working with children and adolescents with ADHD, attachment disorder, trauma, bipolar disorder, and Asperger’s. She works closely with their families to help them with the emotional and behavioral aspects of these disorders. She utilizes play therapy, family therapy, and cognitive behavioral therapy, and is qualified to do psychological assessments with children. Carolyn also sees adult clients, couples, and families.
Through counseling, Carolyn helps her clients look at past and present relationship issues, communication patterns, and the potential for healing and growth.
