Table 3.

Intervention characteristics.

Author and year	Why	What	How	Who	How much, when, and where			Tailoring and modifications	How well
	Therapeutic frameworks	Techniques	Overall process	Therapist qualification	No. of participants in the group & therapist to client ratio	Dosage	Settings		Fidelity assessment
Aithal (2020)	Integrative therapeutic framework consisting of 8 principles informed by humanistic, psychodynamic and developmental theories	• Mirroring • Sensorimotor-based activities (Scharoun et al., 2014) • Sherborne developmental movement (Weston, 2012) • Imaginative role play (Westby, 2013)	4 modules, 10 semi structured sessions starting with a ritual followed by warm up, theme exploration and closing ritual	A licenced DMP practitioner	3 to 6 children, one therapist and one co-facilitator	DMP, 10 group sessions, 40 min twice a week	Two special educational needs setting	Yes. Depending on the needs of the group	Three evaluators rated video recordings of sessions (3, 6, and 9). Results indicated 75% and above adherence to the protocol
Sengupta and Banerjee (2020)	Not reported	• Mirroring • Bartenieff fundamentals • Comfort touch • Improvisation	24 sessions (45 min/per session) over a 3-month period	Researcher trained in DMP	One to one	DMP, 24 sessions (45 min/per session) over a 3-month period	Special School	Not reported	NA
Athanasiadou and Karkou (2017)	• Persons centred (Rogers, 1967) • Chace interactive model of DMP (Chaiklin and Schmais, 1986) • Intersubjectivity theory (Stern, 2005; Trevarthen, 2005; Meltzoff and Brooks, 2007) • Kinaesthetic empathy (Berger, 1972) • Sherborne Developmental Movement (Sherborne, 2001) • Embodiment-Projection-Role model (Jennings, 1999)	• Sensorimotor-based activities (Scharoun et al., 2014). • Mirroring (Wengrower, 2010) • Moving in Synchrony • Purposeful Misattunement (Stern, 1985) • Use of props • Use of metaphors • Rhythmic movement explorations • Embodied play, symbolic play activities • Shaping circle and moving in or away • Relaxation play • Goodbye movements	Intervention programme structure: Four modules- with eight sessions divided unevenly (module 1- one session, module 2- three sessions, module 3 and 4- two each) Session structure: Loosely structured around warm up mid-face and closure.	A licenced DMP practitioner	3 children and 1 adult	DMP, 8 group sessions, 50 min once a week	Special School	• Case 1: • Therapeutic Holding Environment (Winnicott and Rodnam, 2005) • Sensorimotor-based activities (Scharoun et al., 2014). • Case 2: • Mirroring (Wengrower, 2010) • Case 3: • Purposeful Misattunement (Stern, 1985)	NA
Devereaux (2017)	• Child-centred approach (Rogers, 1967) • Social engagement theories (Greenspan and Wieder, 1999) • Relational interaction (Ogden et al., 2006)	• Synchronistic rhythmic action • Self-expression movements • Building connexion on movement level • by moving closer, reaching • Circle formation • Tapping, stretching movements • Expansive movements • Understanding, reflecting, expanding non-verbal expressions • Attuned improvisation • Use of music • Use of props • Relaxation techniques	Session structure: Warm-up • Theme development • Closure portion	Registered or Board certified DMP	5–7 children and 1 or 2 adults	DMP, 30 Min, Once a Week	Special Education	1 child with Down's syndrome, 1 child with Cerebral palsy	NA
Houghton and Beebe (2016)	Literature review refers to • Disruption and repair (Beebe and Lachmann, 1994) • Dyadic systems view (Beebe and Stern, 1977) • Laban Movement Analysis (Laban, 1956; Bartenieff and Lewis, 1980)	• Interpersonal coordination • Imitation • Mirroring or Attunement • Synchrony • Use of kinesphere, different planes • Following the child's lead in the movement patterns, energy level,	Session structure: Unstructured movement exploration	Final year master's DMP training at a program approved by ADTA	One child and one adult	DMP, 30 Min, one session	Multipurpose special school	Beginning- Movements directed as he was not able to follow and imitate later turned into mirroring
	• Kestenberg Movement Profile (Amighi et al., 2018)	• amount of connexion, direction • Intuitive and improvisational exploration
Chiang et al. (2016)	Creative movement play approach was developed using: • Joint Engagement (Kasari et al., 2010) • Body informed intersubjectivity (Samaritter and Payne, 2013; Lee, 2014) • Child-centred approach (Rogers, 1967)	• Imitation • Mirroring • Toy play • Movement play • Meaningful play routine • Facilitating sharing communication • Encouraging child's initiating communication • Managing child's emotional regulation	Intervention programmes structure: 10 modules with different objectives and overall process Session structure: • Reviewing the dyad homework • coaching effective caregiver-child interaction • Discussing handout on objectives, goals of the homework	Two licenced clinical psychologists and one licenced dance/movement intervention	Parent child dyad and each interventionist worked with 4 to 7 dyads separately	DMP, 20 sessions, 60 min, Twice a Week across 2 months	Clinical & research setting	Movement play routineAffective attunementFacilitate Joint Engagement State	2 independent evaluators for videotapes of pre, post 3 months follow up- Therapists- high internal reliability Cronbach's α=0.96 Parents- moderate internal reliability
Samaritter (2015)	Literature review referred to-Interpersonal engagement theories from social cognition, social neuroscience, developmental perspectives • Theory of Mind (Baron-Cohen et al., 1985) • The weak central coherence theory (Frith, 1989) • Executive functioning theory (Ozonoff et al., 1991)	• Open-ended movement explorations • Use of props and variation of movement actions as starting point of improvisation • Structured games for example martial arts forms, baseball, dodge ball actions of synchronisation, attunement and dyadic engagement • Witnessing Mode- Space for individual movement experience • Joint movement- creating sameness • Movement Dialogue—Sharing sameness and otherness • Other relational modes- stillness, short oral evaluations	Session structure: Opening • Warming up • Structured games and dance/movement activities • Open movement activities • Closure	Researcher as Therapist (Qualified DMP Therapist)	One child and one adult	Shared Movement Approach (SMA) Intervention; 12 sessions,	Dutch Mental Health Care Centre (Clinical Outpatient Therapy)	NA	NA
Wengrower (2010)	Literature review referred to • Psychodynamic-Developmental (Alvarez, 1996) • Developmental individual difference relationship-based model (DIR) (Greenspan and Wieder, 2006) • Laban Movement Analysis (Laban, 1956; Bartenieff and Lewis, 1980) • Kestenberg Movement Profile (Amighi et al., 2018)	• Imitation (Stern, 1985) • Mirroring (Loman, 1998) • Attunement (Loman, 1998) • Empathic reflection (Sandel, 1993) • Use of transitional objects (Winnicott, 1971) • Exploratory movements and play • Sharing rhythm • Ritualistic actions	Session structure: Details not described explicitly • Warm up and movement dialogue are mentioned in fifth session	Qualified DMP Practioner	One child one adult	NA	Special education settings	NA	NA
Hartshorn et al. (2001)	Literature review referred to • Physiology of stress reduction and enhancing attentiveness (Field, 1998)	• Hello song • Clapping the syllables • Use of props- hoops, gym mats, tambourine, stickers • Jumping in and out of hoops, obstacle course, making different shapes, start and stop games • Behavioural class management techniques	Session structure: Warm up activity • Intermediary activities structured with task, role and space • Cool down	Trained movement Therapists.	3 to 8 children and 2 adults	DMP, 16 sessions, 30 min, Twice a Week	School for children with Autism	NA	NA
Summary	• Not all studies have mentioned the intervention approach explicitly • Person-centred approach, • Social engagement and intersubjectivity related theories are most common	• Mirroring-most common • Sensorimotor explorations creatively merged alongside the use of play techniques, rhythm and props	• Overall structure described by only two studies • Session structure: • Semi-structured most common	• Qualified DMP • Experience of the therapist mentioned in only one study • Three studies with researcher as therapist	• Four studies with one to one DMP • Three studies group sessions DMP • One study with caregiver-mediation	• Frequency: Once or twice a week • Total: 8 to 20 sessions across-One and a half to 2 months • Duration-30 to 60 min	7 studies in special educational needs settings	No clear pattern- driven by the needs of each child	Mentioned by two studies