Play Based Approach Among Autism

The B.A.S.I.C.S. framework is a structured multimodal play‐based therapeutic approachdeveloped to address multiple functional domains relevant to children with autismspectrum disorder (ASD). The framework integrates Balance, Autonomy, Social Interaction,Cognition, and Self‐reliance within a single therapeutic program.The intervention uses play as a therapeutic medium to facilitate active participation andengagement while integrating motor, sensory, cognitive, perceptual‐motor, communication,and peer‐interaction components. Activities are individualized and progressively gradedaccording to the child's tolerance and performance.The multimodal program incorporates cognitive‐motor integration through structuredobstacle‐course activities, goal‐oriented perceptual‐motor activities, peer‐based balanceactivities, synchronized rhythmic movement activities, Picture Exchange CommunicationSystem (PECS)‐based communication activities, and sensory‐motor fine‐motor activitiesincorporating cognitive tasks.The cognitive‐motor integration component combines gross motor activities such asstepping, crawling, jumping, balance‐beam activities, and rocker‐board activities withsimple cognitive tasks including colour identification and object sorting. Goal‐orientedperceptual‐motor activities incorporate motor sequencing, stepping, jumping, and turning.Peer‐based activities involve cooperative balance tasks to encourage postural control andsocial engagement. Synchronized movement activities use rhythmic movements and music tofacilitate joint attention, turn‐taking, recall, and social reciprocity.The communication component incorporates visual picture cards to facilitate functionalcommunication and choice‐making. Sensory‐motor fine‐motor activities involve manipulationof play clay and moulding tools together with cognitive tasks such as colour, shape, andcounting activities.The overall framework is intended to provide an integrated therapeutic environment inwhich motor skills are practiced alongside cognitive engagement, sensory experiences,communication, social interaction, and functional participation. The study providespreliminary evidence regarding the effectiveness of this multimodal play‐based frameworkin improving functional independence and balance among children with ASD.