Literaturnachweis - Detailanzeige
Autor/inn/en | Aal Ismail, Hazim; More, Cori; Baker, Joshua; Huff, Stephanie |
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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 |
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 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 |