The Effects of Interaction-Based Family Play Therapy Utilizing Parent Education on Families With Developmentally Delayed Children

Objectives: This study investigated the effects of interaction-based family play therapy incorporating parent education for families with children experiencing developmental delays. Methods: A quasi-experimental design was employed, with families in the experimental group participating in the program while those in the control group did not. Standardized measures and qualitative observations were used to assess parenting stress, parenting attitudes, and family interactions before and after the intervention. Results: Results indicated that parents in the intervention group experienced significant reductions in parenting stress and rejecting–controlling attitudes, alongside notable increases in affectionate and autonomy-supportive attitudes. Furthermore, family interactions improved through enhanced emotional bonds, cooperation, and the establishment of a family play culture, whereas no such improvements, and in some cases negative trends, were observed in the control group. Conclusions: These findings suggest that integrating parent education with family play therapy provides an effective approach to promoting healthier family dynamics and alleviating parental psychological burdens, underscoring the value of early and system-focused interventions for families of children with developmental delays.