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ERIC Number: EJ914496
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1524-0754
Effects of Isolate and Social Toys on the Social Interactions of Preschoolers in an Inclusive Head Start Classroom
Elmore, Shannon Renee; Vail, Cynthia O.
NHSA Dialog, v14 n1 p1-15 2011
The purpose of this study was to evaluate the effects of manipulating toy sets on the social verbal interaction that occurs between preschool-age children with disabilities and their typically developing peers. A single-subject alternating-treatments design was used to evaluate the effects of manipulating social toy sets and isolate toy sets on the social interactions of young children with disabilities. The targeted children included 1 girl and 3 boys with significant developmental delay. The study took place within an inclusive Head Start preschool setting. Children included in the study were presented with opportunities to play with the different toy sets on alternating days with their typically developing peers. The results indicate that social toy sets in isolation elicit a higher amount of social interaction compared with isolate toy sets in isolation. Given these preliminary results a discussion on whether or not manipulating toy sets is an effective, efficient, and socially valid means of increasing social interactions in inclusive preschool settings follows. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A