The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers' use of play expansions. Results…

This study aimed to investigate typically developing preschoolers' behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two…

Closing the vocabulary gap for young children at risk for reading and language delays due to low socioeconomic status may have far reaching effects, as the relationship between early vocabulary knowledge and later academic achievement has been well-established. Vocabulary instruction for young children at risk for reading and language delays…

Play is a significant aspect of preschool curricula. We report two studies that examine the effects of play-related variables: length of free play, type of language instructional approach, degree of structure of free play, and amount of teacher involvement in communication with peers. For each study, we target three dependent variables: rate of…

Eighteen handicapped and six nonhandicapped preschool children were observed during free play time. Children engaged in social behavior more often when playing with toys classified as social toys compared to isolate toys, and the incidence of social play was higher in integrated groups than in nonintegrated groups. (Author/JDD)

Evaluation of maternal responsiveness of 109 preschoolers with disabilities (Down Syndrome, neurological impairment, and developmental delay) in free play situations found that parental age, mother's support, and child responsiveness contributed to maternal responsiveness. (Author/DB)

Participant observation was used to examine the social-communicative interactions of six preschool students with mild to severe handicaps, during free play and semistructured activities. Results revealed that each child displayed a consistent set of initiations; each child used augmentative strategies to continue interactions; and initiation…

A study examined the effects of play-group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on cognitive level of play and language use of 24 preschool children with developmental disabilities. There were no effects for play-group composition, but category of play materials significantly…

This study observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). With D/HH partners, children engaged primarily in constructive play, but in groups that included both D/HH and hearing partners, they engaged most frequently in dramatic play. Results suggest that group play varies according to the hearing…

Observations of 22 preschool children with cognitive delays during home-based play, made approximately 13 months apart, found no statistically significant change for the proportion of time spent in various categorical play behaviors. Children's relative ranking on play sophistication also remained stable. Significant changes were found in…

A study investigated the effectiveness of correspondence training and photographic activity schedules on the on-task and play correspondence behavior of four preschool children with autism in an inclusive setting. Results indicate that all participants' on-task and play correspondence behavior increased, while experimenter prompts gradually…

The study compared the effects of different play conditions (microcomputer, remote-control robot, or no toys) on the amount of time four dyads of handicapped/nonhandicapped children would interact during structured play. Results suggested that microcomputers may serve as social facilitators for children with significant social and language…

Two interventions (environmental modification and adult prompting) were evaluated for promoting conversations between three preschoolers with and six without disabilities. Three conditions were used: classroom baseline, theme boxes, and system of least prompts. Use of the system of least prompts produced increases in rates of conversation, turns…

A study of 12 playgroups (n=6 children per playgroup) examined the sequential process of social participation with peers for young children with mild developmental delays. Results reveal the existence of highly similar sequential play patterns between children with and without mild developmental delays and across specialized and inclusive…

This study of 20 preschool children with disabilities and 8 normally developing children found that more peer interaction occurred during play activities that were more structured, whereas teacher interaction rates were not related to activity structure ratings. Among children with disabilities, rate of peer interaction correlated positively with…