Teaching Object Play to Young Children with Disabilities: A Systematic Review of Methods and Rigor

Autor/inn/en	Barton, Erin E.; Murray, Rebecca; O'Flaherty, Cecelia; Sweeney, Erin M.; Gossett, Stephanie
Titel	Teaching Object Play to Young Children with Disabilities: A Systematic Review of Methods and Rigor
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 125 (2020) 1, S.14-36 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Play; Intervention; Young Children; Toys; Program Effectiveness; Research Methodology + Suchen Sie Ihr Suchwort? Spiel; Frühe Kindheit; Toy; Spielzeug; Research method; Forschungsmethode
Abstract	In this systematic review, we examined the rigor and outcomes across 27 object play intervention studies using single-case research methodology. We focused on studies including children age 5 years or younger and examined several descriptive characteristics including materials, instructional packages, and settings. We also analyzed the facilitation and measurement of generalized play and several methodological features including quality, rigor, and visual analysis procedures. Overall, the identified studies demonstrated positive outcomes, although quality and rigor limited interpretations of the outcomes. Previous reviews also have noted strong outcomes and weak to moderate quality for single-case studies. Our results should be interpreted with caution given previous reviews of play intervention studies identified strong outcomes and quality from group-design studies. Additional replications testing robust interventions using single-case research with strong methodological rigor are warranted. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01