Integrating Augmentative and Alternative Communication into a Stay-Play-Talk Program in Preschool

Autor/inn/en	Aal Ismail, Hazim; More, Cori; Baker, Joshua; Huff, Stephanie
Titel	Integrating Augmentative and Alternative Communication into a Stay-Play-Talk Program in Preschool
Quelle	In: TEACHING Exceptional Children, 55 (2022) 2, S.122-130 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aal Ismail, Hazim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211058748
Schlagwörter	Computer Simulation; Preschool Children; Developmental Disabilities; Intervention; Augmentative and Alternative Communication; Preschool Education; Interaction; Social Development; Peer Relationship; Students with Disabilities; At Risk Students; Student Behavior; Facilitators (Individuals); Training; Play; Generalization + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Interaktion; Soziale Entwicklung; Peer-Beziehungen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Ausbildung; Spiel
Abstract	Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and reciprocal conversation amongst children with and without disabilities. The following describes how to implement a Stay-Play-Talk intervention with children who use Augmentative and Alternative Communication (AAC) devices in a preschool setting. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01