School of Health and Social Development, Deakin University, 1 Gheringhap Street, Geelong, Australia.
Res Dev Disabil. 2011 May-Jun;32(3):1205-11. doi: 10.1016/j.ridd.2010.12.037. Epub 2011 Feb 1.
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.
本研究旨在调查 5-8 岁儿童在参与游戏干预（基于“Learn to Play”计划）和传统课堂活动（在专门学校内）六个月期间的游戏、行为、语言和社交技能。研究共有 35 名儿童参与，19 名儿童参与游戏干预组，16 名儿童参与对照组。特殊学校的 14 名工作人员参与其中。采用准实验设计，进行了前后测数据收集。在基线和随访时，采用儿童发起假装游戏评估（游戏）、目标达成量表（行为）、学前语言量表（语言）和宾夕法尼亚互动同伴游戏量表（社交技能）对游戏干预组和对照组的儿童进行评估。结果显示，参与游戏干预的儿童在游戏缺陷方面有显著减少，变得不那么社交扰乱，与同伴的社交联系更加紧密。两组儿童的整体语言技能都有所提高，目标达成显著提高。本研究支持使用游戏干预来改善儿童的游戏、行为、语言和社交技能。
