Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices

Movahedazarhouligh, Sara

doi:10.1007/s10643-018-0917-7

Cited by 17 publications

(14 citation statements)

References 32 publications

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“…Parents reported benefits included child socialisation, enjoyment, exposure to new and varied play and developmental opportunities and preparation for school routines and transitions, findings that support previous playgroup literature (Williams et al., 2018). Despite play being integral to children's social, emotional, cognitive and physical wellbeing and development (Ginsburg, 2007), children with developmental disabilities experience greater challenges engaging in play, requiring additional support to develop play and social skills (Movahedazarhouligh, 2018). Therefore, early intervention models such as playgroups, that are shown to foster and encourage children and parents to engage in unstructured and regular play (Gregory et al., 2016) are increasingly important for children with developmental disability and their families.…”

Section: Discussionmentioning

confidence: 99%

The Power of Playgroups: Key components of supported and therapeutic playgroups from the perspective of parents

Armstrong

Elliott

Davidson

et al. 2020

Aus Occup Therapy J

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Introduction Playgroups are community‐based programs for children and families aiming to improve child outcomes, enhance family and community networks and increase parenting capacity. Despite the prevalence of playgroups in Australian communities there is a lack of research clearly articulating the key components of playgroups, specifically from the perspective of parents attending these groups. This study aimed to identify the key components of supported and therapeutic playgroups impacting on perceived effectiveness from the perspective of parents with a child with a developmental delay and/or disability. Methods This study explored the experiences of 23 parents attending supported or therapeutic playgroups using a qualitative interpretive phenomenological approach. Data were collected through three focus groups and seven individual interviews and analysed using Colaizzi's (1978) qualitative method of data analysis. Results Findings indicated playgroup components that most strongly impacted on perceived effectiveness were feeling accepted; providing opportunities for child development, socialisation and enjoyment; and enhancing parental knowledge and skills. Findings reinforced the importance of family centred practice and facilitating peer support for families of children with developmental delay and/or disability. Conclusion Supported and therapeutic playgroups emerged as a valuable model for parents of children with developmental delays and/or disabilities but require an interplay of specific facilitator, parent and child characteristics to be effective. This study contributes to the understanding of key components of successful supported and therapeutic playgroup models, highlighting the importance of engaging consumers in developing evidence‐based meaningful interventions for children with developmental delay and/or disabilities and their families.

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Section: Discussionmentioning

confidence: 99%

The Power of Playgroups: Key components of supported and therapeutic playgroups from the perspective of parents

Armstrong

Elliott

Davidson

et al. 2020

Aus Occup Therapy J

View full text Add to dashboard Cite

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“…The adult should be sensitive in recognizing a child's initiative in terms of opportunities for interacting and modelling the interplay. The role of a professional might be to scaffold for a child, as well as to prompt initiatives in response to those of another child or children (Brown et al 2001;Suhonen 2009;Movahedazarhouligh 2018). The adult's response to the initiative can be directed at an individual child, (e.g., to support communication with augmentative or alternative communication systems) but the response can also be focused on the environment in such a way as to turn the child's adult-focused initiative into peer interaction (Syrjämäki et al 2017).…”

Section: The Role Of Professionals In Enhancing Peer Interactionmentioning

confidence: 99%

“…Girolametto and Weitzman 2002;Paparella and Kasari 2004;Kronqvist 2004;Singer and de Haan 2007;Smith et al 2017;Viljamaa et al 2017) and adult roles and responses (e.g. Kemp et al 2013;Barton 2015;Movahedazarhouligh 2018;Anderson et al 2017), less attention has been paid to the initiative/ response patterns with relation to peer interaction. We have shown in our earlier study (Syrjämäki et al 2018), that adults respond to children's initiatives in various ways.…”

Section: The Role Of Professionals In Enhancing Peer Interactionmentioning

confidence: 99%

Enhancing Peer Interaction in Early Childhood Special Education: Chains of Children’s Initiatives, Adults’ Responses and Their Consequences in Play

Syrjämäki

Pihlaja

Sajaniemi

2019

Early Childhood Educ J

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This article focuses on the initiatives taken by children and the responses given by professional adults with regard to the pedagogy of enhancing peer interaction among diverse learners. The study took place in four integrated special groups of public early childhood education. In groups of this kind, typically developing children and those with special educational needs (SEN) spent time together on a daily basis. We analysed 12 videotaped play sessions with 33 (3-to 6-year-old) children and 10 adults to examine the children's initiatives, the adults' responses, and the consequences that ensued. The study revealed verbal and nonverbal initiatives followed by a variety of responses scaffolding the children's interaction and participation. However, the nonverbal or faint initiatives, especially those taken by the children with SEN, were at risk of being unnoticed or ignored. These findings call for professional reflection on pedagogical sensitivity in recognizing and responding to the initiatives of children.

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“…Floortime is a developmental intervention that emphasizes relationship and engagement in order for a child to develop a sense of self. It involves meeting a child's developmental level and challenging them to move up the hierarchy (Mercer, 2017;Movahedazarhouligh, 2018). Relationship Development Intervention (RDI) is designed to improve communication and social skills by exposing authentic emotional relationships in a gradual and systematic way (Hobson et al, 2016;Loucas et al, 2016).…”

Section: Theoretical Framework: Ai-an Ideal Reinforcementmentioning

confidence: 99%

The Application of AI as Reinforcement in the Intervention for Children With Autism Spectrum Disorders (ASD)

Shi¹

2019

JEDP

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Autism Spectrum Disorders (ASD) is a neuro-developmental disorder. There is a tremendous variability in individuals with ASD; however, it is mainly characterized by social behavioral deficits. Across the globe, the prevalence of ASD is fairly consistent and the most current estimates are 1 in 59. There is no biological cure for people with ASD and intervention is widely accepted as the only solution for them to improve the quality of their lives. Among all the treatments, Applied Behavior Analysis (ABA) has more quantity of evidence than other methods and it has more studies with the strongest levels of evidence. Using reinforcement is a vital and indispensable part of ABA. Many researches reveal that children with ASD are more likely to become interested in robots or other forms of Artificial Intelligence (AI) and in fact AI is used in the intervention for children with ASD. The application of AI has been proven to be feasible and effective in the interventions. This essay aims at analyzing the effects of the application of AI as reinforcement in ABA and providing suggestions for application of AI in other aspects of ABA intervention. Hopefully this essay will be suggestive for the future application of AI in terms of assisting the intervention for children with ASD in order to reduce the workload and cost.

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Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices

Cited by 17 publications

References 32 publications

The Power of Playgroups: Key components of supported and therapeutic playgroups from the perspective of parents

The Power of Playgroups: Key components of supported and therapeutic playgroups from the perspective of parents

Enhancing Peer Interaction in Early Childhood Special Education: Chains of Children’s Initiatives, Adults’ Responses and Their Consequences in Play

The Application of AI as Reinforcement in the Intervention for Children With Autism Spectrum Disorders (ASD)

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