Play, behaviour, language and social skills: the comparison of a play and a non-play intervention within a specialist school setting.
Six months of scripted play lessons cut disruptive behavior and boosted peer connection for young special-school pupils.
01Research in Context
What this study did
Teachers ran a six-month program called Learn to Play in a special school.
Kids were five to eight years old and had developmental delays.
Half the class got the play lessons. The other half kept their usual lessons.
What they found
The play group cut play deficits and disruptive acts.
They also made more social links with classmates.
Both groups got better at language and reaching school goals.
How this fits with other research
Chang et al. (2018) extends these results. They showed even older, minimally verbal kids with autism can gain symbolic play and new words when play is taught.
Fullana et al. (2007) seems to disagree. Their kids made weaker social gains during free play than during direct video lessons. The key gap is structure: free play lacked adult guidance, while Learn to Play gives clear steps.
Grace (1995) is a clear predecessor. That study first proved autistic preschoolers can learn rich pretend play with adult prompts. O'Connor et al. (2011) scaled the idea into a full classroom curriculum.
Why it matters
You can run Learn to Play right in class. One scripted play session a day lowers problem behavior and lifts peer ties. Use it as a ready-made social-skills block for K-2 pupils with delays.
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02At a glance
03Original abstract
The aim of the present study was to investigate the play, behaviour, language and social skills of children aged 5-8 years participating in a play intervention (based on the 'Learn to Play' program) compared to a group of children participating in traditional classroom activities within a specialist school over a six month period. Thirty-five children participated in the study, 19 participated in the play intervention group and 16 participated in the comparison group. Fourteen staff members at the special school were involved. A quasi-experimental design was used with pre and post data collection. Children in the play intervention and the comparison group were assessed using the Child-Initiated Pretend Play Assessment (play), Goal Attainment Scaling (behaviour), the Preschool Language Scale (language) and the Penn Interactive Peer Play Scale (social skills) at baseline and at follow up. Findings revealed that children participating in the play intervention showed a significant decrease in play deficits, became less socially disruptive and more socially connected with their peers. Both groups improved in their overall language skills and significantly improved in their goal attainment. This study supports the use of a play intervention in improving a child's play, behaviour, language and social skills.
Research in developmental disabilities, 2011 · doi:10.1016/j.ridd.2010.12.037