Teaching Pretend Play to Children with Disabilities: A Review of the Literature

Autor/inn/en	Barton, Erin E.; Wolery, Mark
Titel	Teaching Pretend Play to Children with Disabilities: A Review of the Literature
Quelle	In: Topics in Early Childhood Special Education, 28 (2008) 2, S.109-125 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121408318799
Schlagwörter	Literature Reviews; Preschool Children; Generalization; Play; Disabilities; Teaching Methods; Imagination; Peer Teaching; Intervention; Prompting; 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; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Benutzerführung; Unterrichtserfolg
Abstract	The purpose of this study was to analyze literature regarding interventions for promoting pretend play in children with disabilities. Sixteen studies were found using experimental designs to evaluate pretend play interventions with children with disabilities. The results were analyzed across the targeted pretense behaviors, participants, materials, settings, interventions, levels of prompting, and rigor of the studies. Interventions were moderately effective, although methodological limitations affected experimental rigor, the types of conclusions that could be drawn, and evidence for practice. Implications for future research emerged and are described. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications. 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	2017/4/10