Teaching Sequences of Pretend Play to Children with Disabilities

Autor/inn/en	Barton, Erin E.; Choi, Gounah; Mauldin, Evelyn G.
Titel	Teaching Sequences of Pretend Play to Children with Disabilities
Quelle	In: Journal of Early Intervention, 41 (2019) 1, S.13-29 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815118799466
Schlagwörter	Play; Imagination; Disabilities; Early Childhood Education; Intervention; Sequential Approach; Autism; Pervasive Developmental Disorders; Generalization; Preschool Children; Down Syndrome; Epilepsy; Developmental Delays + Suchen Sie Ihr Suchwort? Spiel; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schrittfolge; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Epilepsie; Entwicklungsverzögerung
Abstract	Children with disabilities demonstrate fewer complex pretend play behaviors than children with typical development, which might limit their social participation in early childhood settings. A multiple-probe design was used to examine the relation between a single prompt procedure--constant time delay--and the acquisition, maintenance, and generalization of sequences of pretend play by children with disabilities. Results indicated systematic instruction was functionally related to increased levels of unprompted and different sequences of pretend play in all three participants. However, individual adaptations were required for two of three participants. The findings replicate previous research on adult systematic instruction using response-prompting strategies to teach pretend play and extend the literature by measuring and reporting generalized sequences of pretend play. Overall, this study supports systematic, individualized instruction using response-prompting strategies to teach sequences of pretend play to children who do not display such behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01