An Empirical Examination of Effective Practices for Teaching Board Game Play to Young Children

2018 ◽  
Vol 20 (3) ◽  
pp. 138-148 ◽  
Author(s):  
Erin E. Barton ◽  
Elizabeth A. Pokorski ◽  
Erin M. Sweeney ◽  
Marina Velez ◽  
Stephanie Gossett ◽  
...  
Keyword(s):  
At Risk ◽  
Young Children ◽  
Functional Relation ◽  
Board Game ◽  
Typically Developing ◽  
Intervention Package ◽  
Game Play ◽  
Empirical Examination ◽  
Peer Modeling ◽  
Young Children With Disabilities

We examined an intervention package using peer modeling, systematic prompting, and contingent reinforcement to increase the frequency and complexity of board game play and social behaviors in young children with disabilities. Four children with or at risk for disabilities participated with their typically developing peers. Results indicated a strong functional relation given the magnitude of change across conditions and participants and robust study rigor. Minor individual adaptations were used for two of the four participants. Overall, the study extends the research on board game play interventions with young children by demonstrating the effectiveness of an intervention that was successful for a diverse sample of preschool children with or at risk for disabilities and their peers.

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.

Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities

2021 ◽  
pp. 105381512110550
Author(s):  
Mollie J. Todt ◽  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Gabriela N. Robinson ◽  
Emma B. Skiba
Keyword(s):  
Instructional Strategies ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Typically Developing ◽  
Intervention Package ◽  
Progressive Time Delay ◽  
Preschoolers With Disabilities ◽  
Reinforcer Assessments

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time delay to increase peer imitation in the context of a play activity for four preschoolers with disabilities. We conducted preference and reinforcer assessments to identify effective reinforcers for each child prior to intervention. We conducted a multiple baseline across participants design meeting contemporary single case standards and used visual analysis to identify a functional relation: the intervention package was associated with an increase in the participants’ peer imitation in training contexts. The intervention also led to levels of peer imitation comparable to those of typically developing peers, as measured by a normative peer sample, and generalization to novel contexts.

Increasing Social Smiles of Young Children with Disabilities

1996 ◽  
Vol 82 (3_suppl) ◽  
pp. 1265-1266 ◽  
Author(s):  
Mary Lynne Calhoun ◽  
Michele L. Kuczera
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Severe Disabilities ◽  
Typically Developing ◽  
Human Voice ◽  
Young Children With Disabilities ◽  
Smiling Behaviors

Play activities associated with eliciting smiles in typically developing infants were used with three young children with severe disabilities whose smiling behaviors were substantially delayed. Two children showed increased social smiles in response to auditory (high pitched human voice) or tactile (gently blowing air at child's face, hands or body) stimuli but none smiled in response to rattles or pop-up toys.

Inclusion for Young Children With Disabilities

2011 ◽  
Vol 33 (4) ◽  
pp. 344-356 ◽  
Author(s):  
Samuel L. Odom ◽  
Virginia Buysse ◽  
Elena Soukakou
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
Research Literature ◽  
Typically Developing ◽  
Young Children With Disabilities ◽  
Early Childhood Inclusion ◽  
History Of ◽  
Outcomes For Children

Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary organizational supports, and benefits for typically developing children. Two recent directions affecting the implementation of inclusion, assessment of quality and Response to Intervention (RTI), are discussed. In addition, factors that may affect early childhood inclusion in the future are summarized.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Muscle responses to seated perturbations for typically developing infants and those at risk for motor delays

2004 ◽  
Vol 46 (10) ◽  
Author(s):  
Kathleen Washington ◽  
Anne Shumway-Cook ◽  
Robert Price ◽  
Marcia Ciol ◽  
Deborah Kartin
Keyword(s):  
At Risk ◽  
Typically Developing ◽  
Muscle Responses
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