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.

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.

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.

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.

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.

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