Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teaching Play Skills Through the Use of Assistive Technology and Instructional Strategies: A National Survey

  • Susan S. Johnston, Ph.D. (Author) University of Utah image/svg+xml
    Susan S. Johnston, Ph.D. is a Professor in the Department of Special Education at the University of Utah. Susan’s research and scholarly interests include augmentative and alternative communication, early language and literacy intervention, and early childhood special education. She has published articles and has delivered state, national, and international presentations in these areas.
  • Robyn M. Thompson, M.S. (Author) University of Utah
    Robyn M. Thompson, M.S. is Doctoral Student in the Department of Special Education and an Adjunct Instructor in the Division of Occupational Therapy at the University of Utah. Robyn ha s 12 years of experience as a school-based occupational therapist and also has a Master’s degree in early childhood special education. Robyn’s research and scholarly interests include early childhood special education and supporting children with motor needs in inclusive settings.
DOI
https://doi.org/10.64546/jaasep.287
Abstract
Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts. Literature supports the use of specific instructional strategies to promote the acquisition of play skills. In addition to utilizing specific instructional strategies to teach play skills, assistive technology (AT) can support positive outcomes. The authors conducted a survey study in order to advance our understanding of early childhood special education professionals’ knowledge and use of instructional strategies and AT to teach play skills to young children with disabilities. The participants’ reported knowledge and use of instructional strategies to teach play skills to young children with disabilities was high relative to their knowledge and use of AT. Furthermore, early childhood special education professionals reported that they did not vary their use of instructional strategies based on the AT tool. Implications of these finding for research and practice are discussed.
Keywords
Assistive Technology, Disabilities, Early Childhood Education, Educational Strategies, National Surveys, Play
References

Aronin, S. (2013). Using an iPad in inclusive preschool classrooms to introduce stem concepts. TeachingExceptional Children, 45(4), 34-39. DOI: https://doi.org/10.1177/004005991304500404

Barton, E., & Pavilanis, R. (2012). Teaching pretend play to young children with autism. Young Exceptional Children, 15(1), 5-17. DOI: https://doi.org/10.1177/1096250611424106

Barton, E., & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77(1), 85-106. DOI: https://doi.org/10.1177/001440291007700104

Berk, L. (2012). Infants, Children, & Adolescents (7th ed.). Boston, MA: Pearson.

Buggey, T, Hoomes, G, Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26(1), 25-36. DOI: https://doi.org/10.1177/1088357609344430

Campbell, P., Milbourne, S., Dugan, L., & Wilcox, M. (2006). Evidence-based practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), 3-14. DOI: https://doi.org/10.1177/02711214060260010101

Chandler, L. (1998). Promoting positive interaction between preschool-age children during free play: The PALS center. Young Exceptional Children, 1(14), 14-19. DOI: https://doi.org/10.1177/109625069800100303

Costigan, F. A., & Light, J. (2010). Effect of seated position in upper-extremity access to augmentative communication for children with cerebral palsy: Preliminary investigation. The American Journal of Occupational Therapy, 64(4), 596-604. DOI: https://doi.org/10.5014/ajot.2010.09013

Council for Exceptional Children. (2010). Embedding technology in education for all learners: CEC’s recommendations to the National Education Technology Plan. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=13604&TE

MPLATE=/CM/ContentDisplay.cfm Couse, L.J., & Chen D.C. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-98. DOI: https://doi.org/10.1080/15391523.2010.10782562

Dillman, D.A. (1978). Mail and telephone surveys: The total design method. New York: Wiley. Dillman, D.A., Smyth, J.D., & Christian, L.M. (2009). Internet, mail, and mixed-mode survey: The tailored design method (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Evans Cosbey, J., & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 31(2), 144-156. DOI: https://doi.org/10.1177/154079690603100207

Florey, L. (1971). An approach to play and play development. The American Journal of Occupational Therapy, 25(6), 275-280.

Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191. DOI: https://doi.org/10.1542/peds.2006-2697

Girard, L.C., Girolametto, L., Weitzman, E., & Greenberg, J. (2011). Training early childhood educators to promote peer interactions: Effects on children’s aggressive and prosocial behaviors. Early Education and Development, 22(2), 305-323. DOI: https://doi.org/10.1080/10409281003668060

Gray, C. (2010). The new Social Story book. Arlington, TX: Future Horizons.

Hamm, E.M., Mistrett, S.G., & Goetz Ruffino, A. (2006). Play outcomes and satisfaction with toys and technology of young children with special needs. Journal of Special Education Technology, 21(1), 29-35. DOI: https://doi.org/10.1177/016264340602100103

Heidemann, S., & Hewitt, D. (2010). Play: The pathway from theory to practice. St. Paul, MN: Redleaf Press.

Hodgetts, S., Magill-Evans, J., & Misiaszek, J. E. (2011). Weighted vests, stereotyped behaviors and arousal in children with autism. Journal of Autism and Developmental Disorders, 41, 805-814. DOI: https://doi.org/10.1007/s10803-010-1104-x

Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223. DOI: https://doi.org/10.1177/027112140002000402

Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36, 121-126. DOI: https://doi.org/10.1007/s10643-008-0257-0

Knox, S.H. (2010). Play. In J.C. Smith & J.C. O’Brien (Eds.), Occupational Therapy for Children (6th ed. pp. 540-554). Maryland Heights, MO: Mosby Elsevier.

Lane, S.J., & Mistrett, S.G. (1996). Play and assistive technology issues for infants and young children with disabilities: A preliminary examination. Focus on Autism and Other Developmental Disabilities. 11(2). 96-104. DOI: https://doi.org/10.1177/108835769601100205

Li, A.K.F. (1981). Play and the mentally retarded child. Mental Retardation, 19(2), 121-126.

Maslow, A. (1966). The psychology of science: A reconnaissance. New York, NY: Harper & Row.

McCormick, L. (2003). Language intervention in the inclusive preschool. In L. McCormick, D. Frome Loeb, & R. Schiefelbusch (Eds.), Supporting children with communication difficulties in inclusive settings (2nd ed., pp. 333-366). Boston, MA: Allyn and Bacon.

Missiuna, C., & Pollock, N. (1991). Play deprivation in children with physical disabilities: The role of the occupational therapist in preventing secondary disability. American Journal of Occupational Therapy, 54, 73-82. DOI: https://doi.org/10.5014/ajot.45.10.882

Mistrett, S., Lane, S., & Goetz, A. (2000). A professionals guide to: Assisting families in creating play environments for children with disabilities (Grant No. H024B50051). Retrieved from http://letsplay.buffalo.edu/products/PlayManual.pdf

More, C. (2008). Digital stories targeting social skills for children with disabilities: Multidimensional learning. Intervention in School and Clinic, 43(3), 168-177. DOI: https://doi.org/10.1177/1053451207312919

Nelson, C., McDonnell, A.P., Johnston, S.S., Crompton, A., Nelson, A. (2007). Keys to play: A strategy to increase social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 42(2), 165-181.

Nunes, D. & Hanline, M.F. (2007). Enhancing the alternative and augmentative communication use of a child with autism through a parent-implemented naturalistic intervention. International Journal of Disability, Development and Education, 54(2), 177-197. DOI: https://doi.org/10.1080/10349120701330495

Office of the United Nations High Commissioner for Human Rights. Convention on the Rights of the Child. General Assembly Resolution 44/25 of 20 November 1989. Retrieved from http://www.globaldetentionproject.org/fileadmin/docs/Convention-on-the-Rights-of-the-Child.pdf

Parham, L.D. (2008). Play and occupational therapy. In L.D. Parham & L.S. Fazio (Eds.), Play in Occupational Therapy for Children (2nd ed. pp. 3-39). St. Louis, MO: Mosby. DOI: https://doi.org/10.1016/B978-032302954-4.10001-7

Parette, H.P., & Stoner, J.B. (2008). Benefits of assistive technology user groups for early childhood education professionals. Early Childhood Education Journal, 35(4), 313-319. DOI: https://doi.org/10.1007/s10643-007-0211-6

Peterson, C. A., & McConnell, S. R. (1993). Factors affecting the impact of social interaction skills interventions in early childhood special education. Topics in Early Childhood Special Education, 13(1), 38-56. DOI: https://doi.org/10.1177/027112149301300106

Rose, D., & Meyer, A. (2000). Universal design for learning. Journal of Special Education Technology, 15(1), 67-70. DOI: https://doi.org/10.1177/016264340001500108

Sadao, K.C., & Robinson, N.B. (2010). Assistive technology for young children: Creating inclusive learning environments. Baltimore, MD: Paul H. Brooks Publishing Co. Samuelsson, I.P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65. DOI: https://doi.org/10.1080/0300443042000302654

Skau, L., & Cascella, P.W. (2006). Using assistive technology to foster speech and language skills at home and in preschool. Teaching Exceptional Children, 38(6), 12-17. DOI: https://doi.org/10.1177/004005990603800602

Technology-Related Assistance for Individuals with Disabilities Act of 1988, 29 USC. § 2561. Technology-Related Assistance for Individuals with Disabilities Act of 1998, Pub. L. 100-407, 102 Stat. 1044.

Terpstra, J.E., Higgins, K., & Pierce, T. (2002). Can I play? Classroom-based interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17(2), 119-126. DOI: https://doi.org/10.1177/10883576020170020701

Test, D.W., Richter, S., Knight, V., & Spooner, F. (2011). A comprehensive review and meta-analysis of the Social Stories literature. Focus on Autism and Other Developmental Disabilities, 26(1), 49-62. DOI: https://doi.org/10.1177/1088357609351573

Thompson, R.M., & Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical and Occupational Therapy in Pediatrics, 33(3), 271-84.van der Meer, L., Kagohara, D., Achmadi, D., O’Reilly, M.F., Lancioni, G.E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33, 1658-1669. DOI: https://doi.org/10.1016/j.ridd.2012.04.004

There are 42 references in total.
How to Cite
Johnston, S. S., & Thompson, R. M. (2015). Teaching Play Skills Through the Use of Assistive Technology and Instructional Strategies: A National Survey. Journal of the American Academy of Special Education Professionals, 10(3), 121-145. https://doi.org/10.64546/jaasep.287

Fall 2015

Article Information

  • Article Type Articles
  • Submitted September 25, 2015
  • Published October 15, 2015
  • Issue Fall 2015
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.