Instructional Strategies for Improving Toy Play Skills of Severely Handicapped Children

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Paul Wehman
Keyword(s):  
Social Interactions ◽  
Instructional Strategies ◽  
Limited Range ◽  
Research Literature ◽  
Play Skills ◽  
Relevant Research ◽  
Handicapped Children ◽  
Toy Play ◽  
Severely Handicapped ◽  
Play Materials

This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature.

Social Interactions among Preschool Children

1980 ◽  
Vol 46 (4) ◽  
pp. 248-253 ◽  
Author(s):  
Michael J. Guralnick
Keyword(s):  
Preschool Children ◽  
Social Interactions ◽  
Free Play ◽  
Handicapped Children ◽  
Developmental Levels ◽  
Play Interactions ◽  
Severely Handicapped ◽  
Potential Benefits ◽  
Integrated Programs ◽  
Parallel Play

To obtain information on the potential benefits of integration, this study investigated the nature and extent of social interactions among preschool children at different developmental levels. Communicative and parallel play interactions of mildly, moderately, severely, and nonhandicapped children were observed during free play across two time periods. The results revealed that (a) nonhandicapped and mildly handicapped children interacted with each other more frequently than expected on the basis of availability, and they interacted with moderately and severely handicapped children less frequently than expected; (b) moderately and severely handicapped children interacted with all four developmental groups as expected by the criterion of availability; and (c) whenever this pattern of interaction changed over time, it was typically in the direction of enhancing the differences noted in the first statement. These findings are discussed in terms of the potential value of integrated programs for children of varying developmental levels.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

Object-Related Play Skills of Youths with Mental Retardation

1994 ◽  
Vol 15 (3) ◽  
pp. 177-188 ◽  
Author(s):  
D. Michael Malone ◽  
John Langone
Keyword(s):  
Mental Retardation ◽  
Literature Search ◽  
Single Subject ◽  
Positive Outcomes ◽  
Play Skills ◽  
Inclusion Criteria ◽  
Single Subject Research ◽  
Toy Play ◽  
Play Behaviors ◽  
Assertive Training

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.

Increasing social interactions of severely handicapped autistic children

1987 ◽  
Vol 17 (3) ◽  
pp. 375-390 ◽  
Author(s):  
Michael P. Brady ◽  
Richard E. Shores ◽  
Mary A. McEvoy ◽  
David Ellis ◽  
James J. Fox
Keyword(s):  
Social Interactions ◽  
Autistic Children ◽  
Severely Handicapped

Data Dilemma: Response and Measurement Units for Teachers of the Severely Handicapped

AAESPH Review ◽  
1976 ◽  
Vol 1 (5) ◽  
pp. 13-31 ◽  
Author(s):  
Kathleen Liberty
Keyword(s):  
Data Collection ◽  
Learning Stage ◽  
Handicapped Children ◽  
School Population ◽  
Data Collection And Analysis ◽  
Severely Handicapped ◽  
Measurement Units ◽  
Special Children ◽  
Specific Learning

Systems for data collection and analysis have been developed to help teachers systematically specialize and individualize their instruction for special children. The appearance of severely and profoundly handicapped children as regular members of the school population has led to questions concerning the applicability of traditional response and measurement units to this population. A review of units used by researchers with the severely handicapped was conducted. A discussion of the applicability of the various response units (e.g., percent) in reference to the desired effects of instruction or intervention and in regard to the specific learning stage are discussed. The author concludes that a careful application of traditional units with some reservations may prove effective for teachers of the severely handicapped.

Planning Buildings for Handicapped Children, by Ivan Nellist, A.R.I.B.A. Springfield, Illinois: Charles C Thomas, 1970, 120 pp., $12.75

PEDIATRICS ◽  
1972 ◽  
Vol 49 (2) ◽  
pp. 323-323
Author(s):  
Ronald C. Mackeith
Keyword(s):  
Specific Reference ◽  
Older Children ◽  
Mentally Handicapped ◽  
Handicapped Children ◽  
Severely Handicapped ◽  
Deep Thought

The author is a British architect who clearly feels for handicapped children and has given deep thought to his subject. The book deals primarily with mentally handicapped children with a brief chapter on the additional problems of those who also have physical handicaps. In general he describes what is necessary for older children including those in wheelchairs, with little very specific reference to those who, because they are younger or more severely handicapped, are not at all mobile. The parts on play areas, observation and recording facilities will be particularly valuable.

Sign in / Sign up

Export Citation Format

Share Document