Effects of Toys or Group Composition for Children With Disabilities: A Synthesis

Abstract

This synthesis reviewed the findings of 13 intervention studies, published between 1975 and June 1999, that examined the effects of manipulation of toys or group composition on social behaviors of 3-to 5-year-old children with disabilities. The purpose, participants, intervention, measurement, and findings of each study are described. An analysis of study outcomes is provided for (a) toy effect, (b) group composition effect, and (c) toy effect combined with group composition effect. Positive outcomes were associated with children's playing with social toys and play groups that included children with and without disabilities.

Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder

“…Thus, supporting object play talk was related to improvements in multiple aspects of children’s social competence as perceived by teachers. This finding is supported by previous researchers who have reported that verbalizations supporting object play are positively related to the social behaviors of children with disabilities (Kim et al, 2003; Sainato et al, 2008). There are several possibilities that could offer some explanation for this finding.…”

“…Sontag (1997) identified even lower levels of praise and approval (13%) in her study of preschoolers with disabilities. That said, there is some research suggesting that teacher verbalizations related to supporting object play are positively related to the social behaviors of children with disabilities (Kim et al, 2003; Sainato, Jung, Salmon, & Axe, 2008). By addressing the difficulties children with ASD have in interacting with adults and peers early, long-term improvements in their quality of life may be possible (Lord & Bishop, 2010), and determining how different types of adult talk are related to these children’s socially competent behavior will likely help classroom adults in this effort.…”

Ecological Features of Preschools and the Social Engagement of Children With Autism

“…Children with ASD may not participate as frequently in pretend play due to delays in the development of pretend play skills that are often exhibited by children with ASD (Chawarska & Volkmar, 2005;Loveland & Kotoski, 2005). Kim et al (2003) found that children with disabilities engaged in more solitary play behaviors and nonplay behaviors than peers who were typically developing. In addition, children with developmental disabilities tended to engage in more symbolic, complex play when they were alone rather than when peers were present (Lieber & Beckman, 1991), indicating that when social interactions with peers are possible, children with developmental disabilities like ASD may not participate in socially oriented play behaviors, thus missing opportunities to engage in social interactions.…”

Research Foundations for Evidence-Informed Early Childhood Intervention Performance Checklists

“…Three sets of factors influence variations in child behavior in everyday activities: The characteristics of everyday activities experienced by a developing person, the behavior of other people in the settings, and the characteristics of the developing person himself or herself [129]. The characteristics of everyday activities that influence child behavior include, but are not limited to, activity type; for example, [127], material available to a child in the activities [130], activity organization [131], environmental arrangements [132,133], and adaptations to everyday activities (see Appendix B). The person factors that influence child participation in and behavior in everyday activities include the behavior of adults interacting with a child in everyday activities [134][135][136][137].…”