Teaching Generalized Pretend Play and Related Behaviors to Young Children with Disabilities

Autor/in	Barton, Erin E.
Titel	Teaching Generalized Pretend Play and Related Behaviors to Young Children with Disabilities
Quelle	In: Exceptional Children, 81 (2015) 4, S.489-506 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914563694
Schlagwörter	Play; Child Behavior; Disabilities; Cues; Imitation; Contingency Management; Intervention; Instructional Effectiveness; Generalization; Preschool Children; Preschool Teachers; Fidelity; Individualized Education Programs + Suchen Sie Ihr Suchwort? Spiel; Handicap; Behinderung; Stichwort; Krisenbewältigung; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Individualized education program; Individualisierendes Lernen
Abstract	Children with disabilities play less often and demonstrate fewer varied pretend play behaviors than children with typical development. A multiple-probe design was used to examine the relation between teachers' use of the system of least prompts and contingent imitation and the acquisition, maintenance, and generalization of pretend play and related behaviors by four children with disabilities. Results indicated the teachers' use of the intervention package was functionally related to increases in the children's frequency and diversity of pretend play and related behaviors. Children also maintained responses in sessions without prompts and generalized across toys and contexts. The findings replicate previous studies on adult prompting of pretend play and extend the literature by assessing generalization of children's pretend play across contexts and measuring intervention and implementation fidelity. Overall, this study provides a strong argument for engaging in systematic instruction of play, including pretend play, for children who do not display such behaviors. (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	2020/1/01