The IPI (Interactive Play Intervention) model is a therapy of an interactive nature, involving interaction between the therapist and the child, with the aim of improving communication and social skills through play.

The approach is focused on specific goals and involves the active experience of the adult, in spontaneous interaction with the child, in order to lead to a gradual change of communication and social focuses. 

Knowledge of the procedures from the behavioral field, makes it possible to speed up the learning of the skills acquired during the treatment and to deal with behavioral problems, which may accompany children who have a problem with social skills.

The model evolved from therapeutic approaches intended for children with communication problems (ASD), and is also relevant for children with language impairments, developmental delays, learning disabilities, attention problems, children with special needs, and the breaking news – also for normal children without any diagnosis.

The child enjoys coming once a week to a joint play session, does not feel that he is in therapy, and at the same time, sees an improvement in his functioning in other frameworks. The child acquires communicative-social skills, from different fields, which affect his experience of social success. Due to the existing relationship between the therapeutic goals, an improvement in one goal may affect the child's progress, even in other goals that have not been worked on directly.  

The uniqueness of the IPI model is in finding specific goals that allow focused work on the child's communication and social skills deficits. The treatment is built around focal points of difficulty in the child's communicative-social functioning, which the therapist defines at the very beginning of the joint acquaintance, while actively working with clear goals. Identification of these focal points helps the effectiveness of treatment.

The model consists of six "circles" – six different areas of social skills in which the child may have a disability.   

The six areas: communication, socializing, intentionality, coping skills, emotional skills  and physiology. Each field is called a "circle" and contains eight therapeutic targets.

Each goal is related to the other goals in the same circle. Working on one of the goals will affect the other goals in the same field, such as "gears" that are connected to each other and rotate each other. A change that occurs in a child with one goal can lead to a change in another, even if the therapist has not worked on it directly.

There are launching points between the different circles – goals from separate circles that are related and affect each other. Therefore, it is possible to work on a goal in one circle, and influence goals from other circles through it.