An Empirical Examination of Effective Practices for Teaching Board Game Play to Young Children

Autor/inn/en	Barton, Erin E.; Pokorski, Elizabeth A.; Sweeney, Erin M.; Velez, Marina; Gossett, Stephanie; Qiu, Jia; Flaherty, Celia; Domingo, Maddisen
Titel	An Empirical Examination of Effective Practices for Teaching Board Game Play to Young Children
Quelle	In: Journal of Positive Behavior Interventions, 20 (2018) 3, S.138-148 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300717753833
Schlagwörter	Peer Teaching; Modeling (Psychology); Reinforcement; Games; Social Development; Young Children; Disabilities; Interpersonal Competence; At Risk Persons; Program Effectiveness; Preschool Children; Prompting; Contingency Management; Video Technology; Child Behavior; Interpersonal Communication + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Modeling; Modelling; Modellierung; Positive Verstärkung; Game; Spiel; Spiele; Soziale Entwicklung; Frühe Kindheit; Handicap; Behinderung; Interpersonale Kompetenz; Risikogruppe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benutzerführung; Krisenbewältigung; Interpersonale Kommunikation
Abstract	We examined an intervention package using peer modeling, systematic prompting, and contingent reinforcement to increase the frequency and complexity of board game play and social behaviors in young children with disabilities. Four children with or at risk for disabilities participated with their typically developing peers. Results indicated a strong functional relation given the magnitude of change across conditions and participants and robust study rigor. Minor individual adaptations were used for two of the four participants. Overall, the study extends the research on board game play interventions with young children by demonstrating the effectiveness of an intervention that was successful for a diverse sample of preschool children with or at risk for disabilities and their peers. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01