The Effects of an Abolishing Operation Intervention Component on Play Skills, Challenging Behavior, and Stereotypy

Purpose Play is a critical aspect of children's development, and researchers have long argued that symbolic deficits in play may be diagnostic of developmental disabilities. This study examined whether deficits in play emerge as a function of developmental disabilities and whether our perceptions of play are colored by differences in language and behavioral presentations. Method Ninety-three children participated in this study (typically developing [TD]; n = 23, developmental language disorders [DLD]; n = 24, attention-deficit/hyperactivity disorder [ADHD]; n = 26, and autism spectrum disorder [ASD]; n = 20). Children were videotaped engaging in free-play. Children's symbolic play (imagination, organization, elaboration, and comfort) was scored under conditions of both audible language and no audible language to assess diagnostic group differences in play and whether audible language impacted raters' perception of play. Results Significant differences in play were evident across diagnostic groups. The presence of language did not alter play ratings for the TD group, but differences were found among the other diagnostic groups. When language was audible, children with DLD and ASD (but not ADHD) were scored poorly on play compared to their TD peers. When language was not audible, children with DLD were perceived to play better than when language was audible. Conversely, children with ADHD showed organizational deficits when language was not available to support their play. Finally, children with ASD demonstrated poor play performance regardless of whether language was audible or not. Conclusions Language affects our understanding of play skills in some young children. Parents, researchers, and clinicians must be careful not to underestimate or overestimate play based on language presentation. Differential skills in language have the potential to unduly influence our perceptions of play for children with developmental disabilities.

Download Full-text

Challenging Behavior Scale--German Version

PsycTESTS Dataset ◽

10.1037/t75544-000 ◽

2018 ◽

Author(s):

Daniela Holle ◽

Lena Köller ◽

Esme Moniz-Cook ◽

Margareta Halek

Keyword(s):

Challenging Behavior ◽

German Version ◽

Behavior Scale

Download Full-text

The Effect of Staff Perception of Challenging Behavior of Individual with Developmental Disabilities on their Burnout in the Disabled Welfare Facilities: Centered on the Moderation Effects of Intervention Strategies

The Journal of Developmental Disabilities ◽

10.34262/kadd.2019.23.2.27 ◽

2019 ◽

Vol 23 (2) ◽

pp. 1-27

Author(s):

Seong-Joong Kim ◽

Jeong-ha Hwang

Keyword(s):

Developmental Disabilities ◽

Challenging Behavior ◽

Intervention Strategies ◽

Moderation Effects ◽

Staff Perception ◽

The Disabled

Download Full-text

Relation between Language Development, Cognitive Skills and Play Skills

The Medical Journal of Cairo University ◽

10.21608/mjcu.2019.52835 ◽

2019 ◽

Vol 87 (March) ◽

pp. 1037-1049

Author(s):

DALIA M. OSMAN, M.D. AISHA F. ABD EL-HADY, M.D. ◽

HEBA M. FARAG, M.D. AMANY AHMED SAKR, M.Sc.

Keyword(s):

Language Development ◽

Cognitive Skills ◽

Play Skills

Download Full-text

The Effect of Health Status and Challenging Behavior on Parents’ Caregiving Burden for Adults with Developmental Disabilities

The Journal of Humanities and Social sciences 21 ◽

10.22143/hss21.11.2.2 ◽

2020 ◽

Vol 11 (2) ◽

pp. 17-28

Author(s):

Seungwon Kang ◽

Minkyoung Kim

Keyword(s):

Health Status ◽

Developmental Disabilities ◽

Challenging Behavior ◽

Caregiving Burden ◽

Adults With Developmental Disabilities

Download Full-text

Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

BMC Public Health ◽

10.1186/s12889-021-10400-z ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Brianne A. Bruijns ◽

Andrew M. Johnson ◽

Jennifer D. Irwin ◽

Shauna M. Burke ◽

Molly Driediger ◽

...

Keyword(s):

Physical Activity ◽

Early Childhood ◽

Self Efficacy ◽

Critical Role ◽

Early Childhood Educators ◽

Outdoor Play ◽

Future Research ◽

Intervention Component ◽

Space Extension ◽

The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

Download Full-text

Development of a hybrid sleep and physical activity improvement intervention for adults with osteoarthritis-related pain and sleep disturbance: a focus group study with potential users

British Journal of Pain ◽

10.1177/20494637211026049 ◽

2021 ◽

pp. 204946372110260

Author(s):

Daniel Whibley ◽

Kevin Stelfox ◽

Alasdair L Henry ◽

Nicole KY Tang ◽

Anna L Kratz

Keyword(s):

Physical Activity ◽

Pain Management ◽

Focus Groups ◽

Thematic Analysis ◽

Sleep Disturbances ◽

Physical Activity Intervention ◽

Focus Group Study ◽

Intervention Component ◽

Beneficial Impact ◽

Improvement Intervention

Objective: Suboptimal sleep and physical activity are common among people living with osteoarthritis (OA) and simultaneous improvements in both may have a beneficial impact on pain. This study aimed to gather perspectives of people living with OA on important aspects to incorporate in a hybrid sleep and physical activity improvement intervention for OA pain management. Design: Qualitative study using two rounds of two focus groups. Setting and participants: Focus groups were conducted with adults living with OA-related chronic pain and sleep disturbances. Eighteen people attended focus groups in January 2020 and, of these, 16 attended subsequent focus groups in February 2020. Methods: Discussion at the first round of focus groups informed generation of prototype intervention materials that were shared, discussed and refined at the second round of focus groups. Thematic analysis was used to identify themes and sub-themes from the data. Results: Three themes, each with three sub-themes, were identified: facilitators of engagement with the intervention (sub-themes: motivational language, accountability and education); barriers to engagement (sub-themes: suboptimal interaction with healthcare practitioners, recording behaviour as burdensome/disruptive and uncertainty about technique) and characteristics of a physical activity intervention component (sub-themes: tailored, sustainable and supported). Conclusion: We have identified important aspects to incorporate into the design and delivery of a hybrid sleep and physical activity improvement intervention for OA pain management. Insights will be incorporated into intervention materials and protocols, with feasibility and acceptability assessed in a future study.

Download Full-text