Knowledge Database • Slide Presentation for the lecture of: Joanna Smogorzewska Academy of Special Education, Poland • Topic of lecture: Developing Social Skills through Play the Effectiveness of Play Time/ Social Time Program • The lecture was given at Beit Issie Shapiro’s 6th International Conference on Disabilities - Israel • Year: 2015
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Knowledge Database
• Slide Presentation for the lecture of: Joanna SmogorzewskaAcademy of Special Education, Poland
• Topic of lecture: Developing Social Skills through Play the Effectiveness of Play Time/ Social Time Program
• The lecture was given at Beit Issie Shapiro’s 6th International Conference on Disabilities - Israel
• Year: 2015
Developing Social Skills through Play: the Effectiveness of the “Play Time/Social Time” program
Joanna SmogorzewskaGrzegorz SzumskiUniversity of Special Education, Warsaw, Poland
Why we study the effectiveness of programs which
develop social skills?
- It is important to use such methods which effectiveness
was proved empirically,
- In Poland, despite a great need, there is a lack of programs which are design to develop social skills of young children. Especially, there is very few programs, which can be used in integrative and inclusive groups.
Play Time/Social Time Program (Odom et al., 1997)
1. For who?
- Children aged 3 to 5(6),
- Children, who learn in inclusive, integrative or special preschool,
- Children with and without disability; children who suffer from the lack of social skills, children at risk of developmental problems.
2. Main aims of the program:
- Developing social skills,
- Teaching proper interactions with peers,
- Increasing young children’s social competence.
3. The method:
- Teaching proper behaviours via imitating behaviours of peers without disability,
- Modifying environment (e.g. Designing special places for playing, giving ideas for mildly structuralised play, integrating children with and without disability),
3. The method:
- Focusing on the child (first of all on the child with disability):
• Structured play in pairs,
• Play encouragement through focusing on children who are the main targets of the program,
• Reinforcement of positive behaviours,
• Assessment of interactions between children.
4. Benefits of the program
(according to our earlier results):
- Teaching proper behaviours in natural environment, learning from more competent peers (which is more effective than learning from adults),
- Widening the repertoire of children’s plays,
- Increasing frequency of social interactions of pre-schoolers with disability,
- Increasing the number of prosocial behaviours and the willingness of participations in interactions among children with disabilities as well as among children without disability,
- Easy implementation - the program can be implemented as planned actions because it is based on materials which are available in preschools’ rooms.
The assessment of effectiveness
- Repeated (three times) assessment of development of children’s social skills (Teacher’s Impression Scale (Odom et al., 1997), Cronbach’s Alfa = .97 [16 items], Taxonomy of Problematic Social Situations (Dodge et. al., 1985), Cronbach’s Alfa = .97 [44 items]) (change in time),
- Repeated (three times) assessment of development of children’s “theory of mind” (change in time), Cronbach’s Alfa = .66 [7 items],
- Results’ comparison between children in experimental and control groups (differences between groups).
Sample
- 10 preschools in Warsaw, Poland,
- In summary 10 experimental groups and 10 control groups,
- 249 children age 3 to 6 (M = 4.7, SD = 0.99), with and without disability.
Sample
128121
Experimental(Play Time/ Social Time)
Control
Sample
Children with Disability: children with ASD, ID, hearing and