Enhancing Visual-Spatial and Social Communication Skills in Children with Autism through the Autistic Ready to Play Program

Background: Autism Spectrum Disorder (ASD) is characterized by deficits in social communication and repetitive behavioral patterns. Leveraging the strong visual learning abilities of children with ASD, the Autistic Ready to Play (ARP) program was developed to improve visual-spatial skills, spatial reasoning, and social communication through structured, play-based activities. Objective: This study aims to identify the impacts of the ARP program on language, social communication, sensory perception, physical health, and behavioral dimensions in autistic children. Methods: This study included 99 children with ASD, aged 4–10 years, who were randomly assigned to three groups. Group 1 received standard developmental care, while Groups 2 and 3 participated in the ARP program using specialized training materials (Group 2: boxes; Group 3: Blix Pop toys). Each group underwent weekly, one-hour sessions over eight weeks. Outcomes were assessed pre- and post-intervention using the Autism Treatment Evaluation Checklist (ATEC), Autistic Behavior Questionnaire, and Developmental Test of Visual Perception (DTVP-2). Results: ARP groups demonstrated significant improvements in communication, social interaction, and visual-spatial skills compared to the standard care group (p<0.05). Developmental gains were comparable between ARP groups, suggesting that the program's effectiveness is independent of the specific training tools used. Conclusion: The ARP program effectively enhances developmental outcomes in children with ASD, emphasizing the importance of early, play-based interventions. Its adaptability to different tools enhances its accessibility and utility in diverse settings.