The Use of Play Expansions to Increase the Diversity and Complexity of Object Play in Young Children with Disabilities

Autor/inn/en	Frey, Jennifer R.; Kaiser, Ann P.
Titel	The Use of Play Expansions to Increase the Diversity and Complexity of Object Play in Young Children with Disabilities
Quelle	In: Topics in Early Childhood Special Education, 31 (2011) 2, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410378758
Schlagwörter	Play; Intervention; Disabilities; Young Children; Generalization; Instructional Effectiveness; Imitation; Role Models; Followup Studies; Speech Communication; Child Development; Maintenance; Preschool Children + Suchen Sie Ihr Suchwort? Spiel; Handicap; Behinderung; Frühe Kindheit; Unterrichtserfolg; Identifikationsfigur; Follow-up studies; Kontaktstudium; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The purpose of this study was to determine if an intervention consisting of contingently imitating play, modeling expansions of play actions, and describing play actions increased the diversity of object play in young children with disabilities. The multicomponent intervention was introduced in a multiple-probe design across three young children in their classrooms. Generalization probe sessions, using an untrained toy set, were conducted throughout baseline and intervention. Follow-up sessions were conducted approximately 1 month after completion of the intervention. All participants increased their performance of different actions and the complexity of their play with toys; however, the magnitude of effects varied across participants. In addition, all participants spoke more and used more different words at the end of intervention when compared to the end of baseline. Performance during generalization and maintenance assessments was variable. Implications for future research and practice are discussed. (Contains 3 tables and 2 figures.) (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	2017/4/10