Teacher-Facilitated Microcomputer Activities: Enhancing Social Play and Affect in Young Children with Disabilities

1996 ◽  
Vol 13 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Judy Howard ◽  
Elysabethe Greyrose ◽  
Kit Kehr ◽  
Michael Espinosa ◽  
Leila Beckwith
Keyword(s):  
Young Children ◽  
Everyday Life ◽  
Children With Disabilities ◽  
Social Play ◽  
Academic Skills ◽  
Classroom Setting ◽  
The Social ◽  
Young Children With Disabilities ◽  
Play Behaviors ◽  
Computer Based

When young children with disabilities are unable to participate in learning experiences with their peers, they often lose critical opportunities to develop and practice many of the social and academic skills they will need in order to succeed in school and everyday life. This study evaluated the extent to which computer-based activities, facilitated by a teacher within a classroom setting, can enable young children with disabilities to share in these important experiences. Changes in the social play behaviors, social pretend behaviors, communication, and affect exhibited by young children with disabilities were examined in both computer and non-computer play activities. Results indicated that computer-based activities represented a context in which toddlers and preschool-aged children with disabilities exhibited more sophisticated levels of play behaviors and more positive, interactive social behaviors.

Teaching Board Game Play to Young Children With Disabilities

2021 ◽  
pp. 109830072098528
Author(s):  
Gabrielle M. Trimlett ◽  
Erin E. Barton ◽  
Caroline Baum ◽  
Gabriela Robinson ◽  
Lauren Schulte ◽  
...  
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Board Game ◽  
Typically Developing ◽  
Intervention Package ◽  
Game Play ◽  
System Of Least Prompts ◽  
Board Games ◽  
Young Children With Disabilities ◽  
Play Behaviors

We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play behaviors. No changes in peer-directed social communication were observed. Our study extends the research on board game play–focused interventions by demonstrating the effectiveness of the intervention package for young children with or at risk for disabilities and their typically developing peers.

Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

1993 ◽  
Vol 60 (3) ◽  
pp. 226-236 ◽  
Author(s):  
Samuel L. Odom ◽  
Scott R. McConnell ◽  
Lynette K. Chandler
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Children With Disabilities ◽  
Teacher Ratings ◽  
Intervention Strategies ◽  
Instructional Materials ◽  
The Social ◽  
Young Children With Disabilities ◽  
Social Interaction Skills ◽  
Interaction Skills

The purpose of this study was to assess teachers' judgments of the acceptability, feasibility, and current use of child specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. One hundred thirty-one teachers from five geographical areas participated in this study. Using the Social Interaction Program Features Questionnaire, these teachers reported that a high percentage of their students needed to acquire peer social interaction skills and that there was a moderate to great need for curricular or instructional materials. The overall mean ratings for the three types of intervention strategies were generally positive and did not differ significantly, suggesting that teachers found all three types of interventions acceptable and feasible. However, the range of item ratings for specific techniques within the broader classes of interventions suggested that certain procedures were relatively more or less acceptable and feasible than others. Barriers to implementing the program included limited teacher time, resources available to teachers (i.e., space, staff, materials), and access to peers without disabilities. Teacher ratings of feasibility were related more closely to current use of procedures than were ratings of acceptability.

Using System of Least Prompts to Teach Play to Young Children With Disabilities

2018 ◽  
Vol 52 (4) ◽  
pp. 242-251 ◽  
Author(s):  
Jia Qiu ◽  
Erin E. Barton ◽  
Gounah Choi
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Single Case ◽  
System Of Least Prompts ◽  
Case Research ◽  
Young Children With Disabilities ◽  
Play Behaviors ◽  
Single Case Research ◽  
Multiple Probe ◽  
Instructional Package

The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants’ single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn.

Relative Effects of Interventions Supporting the Social Competence of Young Children with Disabilities

1999 ◽  
Vol 19 (2) ◽  
pp. 75-91 ◽  
Author(s):  
Samuel L. Odom ◽  
Scott R. McConnell ◽  
Mary A. McEvoy ◽  
Carla Peterson ◽  
Michaelene Ostrosky ◽  
...  
Keyword(s):  
Social Competence ◽  
Young Children ◽  
Children With Disabilities ◽  
The Social ◽  
Young Children With Disabilities
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