Purpose: Over 240 million children worldwide experience inequities due to disablement/disability. Play is important for children's global development, to enable participation in life, and has been used in therapeutic settings. The purpose of this systematic review is to determine the effectiveness of play used in therapy for children with disabilities, to explore ways that play is used in therapy, and to classify and map outcome measures used in play-based interventions to the International Classification of Functioning.
Methods: A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.
Results: The search yielded 22 articles eligible for inclusion. A meta-analysis found significant heterogeneity for play-based intervention outcomes, precluding estimates of effectiveness. Body function and structure outcomes accounted for 61% of reported outcome measures.
Conclusion: There is a trend towards a small positive effect of play used in therapy for children with disabilities, but certainty of the effect is poor, and replication difficult due to heterogeneous reports of how play is used. Research aims and outcome measures focusing on meaningful aspects of activity and participation in addition to body function and structure domains of the International Classification of Functioning should be considered for play-based interventions for children with disabilities.
Keywords: Children; disabilities; international classification of functioning; outcome measures; play.
Play-based interventions trend towards a positive effect on ICF outcomes, but the certainty of effect is limited.Play is used in diverse ways making it a versatile method to promote engagement or deliver therapy to a wide variety of children with disabilities.Play-based studies measuring outcomes solely related to body function and structure domains of the ICF may not capture the broader holistic benefits of play.When using play in clinical practice, professionals should consider the child’s personal and environmental factors and the influence of play on activity and participation.