Effects of a script-based symbolic play intervention on children with developmental delay
Date
2000
Authors
Neville, Maryann
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Abstract
The purpose of this investigation was to examine the effects of a script-based symbolic play intervention on preschool children with developmental delay. A single-case research design, using an A B A post check format, was implemented in an inclusive classroom setting with five children who exhibited a delay in at least one area of development. Effects of the intervention were examined in two contexts, independent play and playing with peers.
The results were analyzed to find (a) the frequency and diversity of symbolic play behaviors exhibited by the child in independent play for 7 minutes immediately following the intervention, (b) the frequency and diversity of symbolic play behaviors exhibited by a child in regular classroom play, (c) the frequency and diversity of words produced by a child during regular classroom play, (d) the type of social interaction with peers exhibited by a child during regular classroom play. Data were analyzed on an individual basis and across participants.
Four of the five children exhibited gains in mean performance over baseline levels, in individual play and in shared play, in each phase of the study. Maintenance of treatment effects was observed two months post intervention. The number of symbolic play skills exhibited in independent play exceeded those exhibited in shared play in approximately a 2: I ratio, for four of the participants. The fifth participant exhibited gains in performance in return to baseline and post check sessions only. Findings supported the positive effects of modeling and transition training to promote generalization between contexts. The immediate emergence of sequenced symbolic play behaviors was noted. Parallel performance was found in language production and symbolic play frequency. Diversity of language decreased with increased word production for two participants. Four of the participants exhibited a trend toward more mature social interaction with peers.
Recommendations for future research included increasing the number of intervention sessions for specific children, comparing script-based play interventions with non script-based play interventions, exploring alternate interventions for children with special needs that will promote generalization to inclusive classroom settings, and examining the efficacy of using script-based play interventions with older children, to attempt to augment language production and sequencing abilities. Recommendations for practice included paraprofessional involvement in implementing script-based play interventions, providing support to promote generalization of skills learned in an independent context, and implementation of a community-based or school-based program to teach parents play intervention techniques.