Structured Teaching and the Play of Preschoolers with Developmental Disabilities: An Evaluation

Autor/inn/en	Pullum, Megan R.; King, Seth A.; Kennedy, Krystal
Titel	Structured Teaching and the Play of Preschoolers with Developmental Disabilities: An Evaluation
Quelle	In: Topics in Early Childhood Special Education, 42 (2022) 1, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Seth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420942841
Schlagwörter	Preschool Children; Play; Developmental Disabilities; Students with Disabilities; Skill Development; Special Education; Inclusion; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Entwicklungsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Unterrichtserfolg
Abstract	Play represents an important component of early childhood education and is linked to the development of communication and social skills, particularly for children with developmental disabilities who often lack play skills. Structured teaching is a systematic method that entails visually arranging and organizing the learning environment. Although effective for older individuals with disabilities, research examining the efficacy of structured teaching in increasing the play skills of young children is limited. This study examined the effects of structured teaching on the appropriate play of five preschool-age children with developmental disabilities. Results suggest structured teaching produced a higher level of play for two of the participants; however, gains were generally not maintained following discontinuation of the instruction. Findings, though mixed, have implications for practice and future research. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01