目的:游戏是儿童时期的主要职业,也是职业治疗实践的基础。
目的:评估特殊学校环境中的游戏干预。
方法:参与7个月的游戏计划的前后。
方法:维多利亚州的四所特殊学校澳大利亚,对于智商<70的儿童。
方法:38名诊断包括智力障碍的儿童,自闭症,和全球发展延迟,7教师,2位语言病理学家,2名职业治疗师
方法:在7个月的时间内,每周学习1小时的治疗方法。
方法:事后结果测量包括儿童假装游戏技巧,语言,社交技能,情绪调节,和学术能力。
结果:基线时38名儿童(15名女孩和23名男孩)的平均年龄为5岁7个月(SD=0.46岁)。结果显示儿童假装游戏发生了显著变化(p=0.03),回忆句子的能力(p=.02),社交技能(p=.022),和学术能力(p=.012)。学会玩耍对儿童的叙事技能有很大的影响(d=2.72)。在后续行动中,基线时的对象替换影响了表达语言(p<.001),叙事平均语言话语(MLU;p=0.015),社交技能(p<.001),和学术能力(p<.001);基线游戏加时间影响社交技能(p<.001);基线游戏影响叙事MLU(p=。016),句子回忆(p=.009),和学术能力(p=.001)。
结论:在练习中嵌入假装游戏对儿童的语言产生了积极的影响,叙事,社会,和学术技能。简单语言总结:这项研究增加了对智商低于70的儿童的特殊学校环境中基于游戏的治疗计划的有限研究。儿童参加了学习游戏疗法,在此期间,职业治疗师,观察和评估孩子的游戏并了解孩子的游戏能力,在孩子旁边玩耍。学习游戏疗法是一种以儿童为中心的疗法,用于增加儿童自我启动和享受假装游戏的能力。支持儿童假装游戏能力的积极影响突出了他们假装游戏的增加,语言,社交技能,学术能力,以及在特殊学校参加“学习游戏疗法”后的叙事语言。
OBJECTIVE: Play is the primary occupation in childhood and fundamental to occupational therapy practice.
OBJECTIVE: To evaluate a play intervention in special school settings.
METHODS: Pre- and postinvolvement of a 7-mo play program.
METHODS: Four special schools in Victoria, Australia, for children with IQs < 70.
METHODS: Thirty-eight children with diagnoses including intellectual disability, autism, and global developmental delay, 7 teachers, 2 speech pathologists, and 2 occupational therapists.
METHODS: Learn to Play Therapy for 1 hr per week over a 7-mo period.
METHODS: Pre-post outcome measures included children\'s pretend play skills, language, social skills, emotional regulation, and academic competence.
RESULTS: Mean age of 38 children (15 girls and 23 boys) at baseline was 5 yr 7 mo (SD = 0.46 yr). Results showed significant changes in children\'s pretend play (p = .03), ability to recall sentences (p = .02), social skills (p = .022), and academic competence (p = .012). Learn to Play had a large effect on children\'s narrative skills (d = 2.72). At follow-up, object substitution at baseline influenced expressive language (p < .001), narrative mean language utterance (MLU; p = .015), social skills (p < .001), and academic competence (p < .001); elaborate play at baseline plus time influenced social skills (p < .001); and elaborate play at baseline influenced narrative MLU (p =. 016), sentence recall (p = .009), and academic competence (p = .001).
CONCLUSIONS: Embedding pretend play within practice positively influenced children\'s language, narrative, social, and academic skills. Plain-Language Summary: This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. Children participated in Learn to Play Therapy, during which an occupational therapist, who has observed and assessed the child\'s play and understands the child\'s play abilities, played beside the child. Learn to Play Therapy is a child-centered therapy that is used to increase a child\'s ability to self-initiate and enjoy pretend play. The positive impacts of supporting the children\'s pretend play ability were highlighted by increases in their pretend play, language, social skills, academic competence, and narrative language after participating in Learn to Play Therapy in their special schools.