Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Early Intervention
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lifter, K.
Right arrow Articles by Anderson, S. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Developmental Specificity in Targeting and Teaching Play Activities to Children with Pervasive Developmental Disorders

Karin Lifter

Northeastern University, K.Lifter{at}neu.edu

James Ellis

Melmark New England

Barbara Cannon

Melmark New England

Stephen R. Anderson

Summit Educational Resources

Developmentally specific play programs were designed for three children with pervasive developmental disorders being served in a home-based program. Using the Developmental Play Assessment, six activities for each of three adjacent developmentally sequenced play categories were targeted for direct instruction using different toy sets. A modified multiple-baseline across play targets design was employed. Teaching procedures capitalized on following the child's lead and employed least-to-most prompting procedures. Results showed children reached acquisition criteria for 85% (range: 75-100%) of 40 play activities that were generated from emerging play categories and 81% (range: 50-100%) of 16 play activities generated from successive, but non-emerging play categories. Findings are discussed related to the importance of increasing developmental specificity when targeting and teaching play activities.

Journal of Early Intervention, Vol. 27, No. 4, 247-267 (2005)
DOI: 10.1177/105381510502700405
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Topics in Early Childhood Special EducationHome page
E. E. Barton and M. Wolery
Teaching Pretend Play to Children With Disabilities: A Review of the Literature
Topics in Early Childhood Special Education, August 1, 2008; 28(2): 109 - 125.
[Abstract] [PDF]