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ERIC Number: EJ898542
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0014-4029
Training Teachers to Promote Pretend Play in Young Children with Disabilities
Barton, Erin E.; Wolery, Mark
Exceptional Children, v77 n1 p85-106 Fall 2010
A multiple probe design was used to examine the relation between teachers' use of the system of least prompts, contingent imitation, and praise, and the acquisition, maintenance, and generalization of pretend play by 4 children with disabilities. The teachers' use of the intervention package was functionally related to increases in the children's frequency and diversity of pretense behaviors, including related vocalizations. Children also maintained the responses in probes without prompts and generalized them to sessions with a nonteacher adult. The findings replicate previous studies on adult prompting of pretend play and extend the literature by using taxonomy of pretense to measure pretend play, measuring teachers' fidelity of implementation, and assessing maintenance and generalization of children's pretend play. (Contains 5 tables and 4 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A