A Literacy Based Intervention to Increase the Pretend Play of Young Children with Visual Impairments

Autor/in	Greeley-Bennett, Catherine
Titel	A Literacy Based Intervention to Increase the Pretend Play of Young Children with Visual Impairments
Quelle	(2016), (249 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Florida State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-1739-2
Schlagwörter	Hochschulschrift; Dissertation; Literacy; Intervention; Imagination; Play; Visual Impairments; Preschool Children; Childrens Literature; Story Reading; Role Playing; Case Studies; Program Evaluation; Program Effectiveness; Blindness; Correlation; Generalization; Maintenance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Alphabetisierung; Schreib- und Lesefähigkeit; Spiel; Visual handicap; Sehbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s literature'; Kinderliteratur; Rollenspiel; Case study; Fallstudie; Case Study; Programme evaluation; Programmevaluation; Blindheit; Korrelation
Abstract	The purpose of this study was to examine the effect of a literacy-based intervention on the conventional pretend play skills of preschool children who are visually impaired. The intervention involved experience books, real objects, story-reading, and role-play, which are common strategies used to teach children with visual impairments. A multiple-probe single case design across story sets was used to evaluate the effectiveness of the intervention. Two participants completed the study, one with low vision and one with no functional vision. Free play sessions were conducted during each visit to measure the effect of the intervention on the dependent variables, which required the participant to generalize behaviors from the intervention sessions. Data were analyzed within and across participants. Visual analysis showed an experimental effect with two of the three stories for the participant with low vision and no effect of the intervention with the second participant. A clear functional relationship was not demonstrated. Analysis of intervention sessions showed increases in the conventional pretend play of both participants, particularly the second participant, who showed no consistent change during free play sessions. Generalization to other material sets was not demonstrated. Maintenance data for both participants were limited, but promising in that both participants showed at least one instance of increased conventional pretend play after the end of the intervention. The findings from this study contribute to the knowledge of play skills of young children who are visually impaired. Additional research is necessary to further investigate the influence of each component of the intervention, the involvement of peers as play partners, and investigating other ways to experimentally measure pretend play. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01