Abstract  

Introduction: Play is a primary occupation of children as well as a powerful medium in paediatric occupational therapy. Dyspraxia refers to a problem in planning new movements because of a poor body scheme that derives from deficits in processing vestibular, proprioceptive or tactile sensations. This study mapped the information that has been written about play in children with sensory processing disorder (SPD) described as dyspraxia. 

Methods: A methodology of scoping review was used. The data was collected through electronic databases (academic and non-academic) and reference lists. Academic databases were CINAHL, AMED, Medline, ERIC, PsychInfo and PubMed. 

Results/findings: Four themes emerged from the data; play skills, play behaviour, environment and therapy effect. Dyspraxia does not necessarily affect to play skills but more to the quality of play and to the participation in play situations. Some children had learned to adapt their skills or used compensatory clowning. Modification of the environment helped to cope with the situation and finding “the just-right-challenge” helped participation. In case studies, sensory integration therapy increased the ability to play. 

Conclusion: Dyspraxia does not always lead to disruption of play skills. Play should be assessed separately and considered as important goal in therapy as sensory processing difficulties.