Developmental Specificity in Targeting and Teaching Play Activities to Children with Pervasive Developmental Disorders

Autor/inn/en	Lifter, Karin; Ellis, James; Cannon, Barbara; Anderson, Stephen R.
Titel	Developmental Specificity in Targeting and Teaching Play Activities to Children with Pervasive Developmental Disorders
Quelle	In: Journal of Early Intervention, 27 (2005) 4, S.247-267 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
Schlagwörter	Play; Children; Pervasive Developmental Disorders; Toys; Teaching Methods; Developmental Stages; Child Development; Prompting; Program Effectiveness; Home Instruction + Suchen Sie Ihr Suchwort? Spiel; Child; Kind; Kinder; Toy; Spielzeug; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Benutzerführung; Heimunterricht
Abstract	Developmentally specific play programs were designed for three children with pervasive developmental disorders being served in a home-based program. Using the Developmental Play Assessment, six activities for each of three adjacent developmentally sequenced play categories were targeted for direct instruction using different toy sets. A modified multiple-baseline across play targets design was employed. Teaching procedures capitalized on following the child's lead and employed least-to-most prompting procedures. Results showed children reached acquisition criteria for 85% (range: 75-100%) of 40 play activities that were generated from emerging play categories and 81% (range: 50-100%) of 16 play activities generated from successive, but non-emerging play categories. Findings are discussed related to the importance of increasing developmental specificity when targeting and teaching play activities. (Author).
Anmerkungen	Division for Early Childhood, Council for Exceptional Childhood, 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org; Web site: http://www.vanderbiltchildrens.com/interior.php?mid=2266.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10