Can play develop social skills? The effects of ‘Play Time/Social Time’ programme implementation

Szumski, Grzegorz; Smogorzewska, Joanna; Karwowski, Maciej

doi:10.1179/2047387715y.0000000002

Cited by 18 publications

(23 citation statements)

References 31 publications

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“…Children with ASD have shown the smallest changes in comparison to other children, but the differences were marginal (η 2 = 0.15, p = .06). However, there was no control group in this study, which significantly limits its results (Szumski et al 2016). A study by Shure and Spivack (1982) on effectiveness of ICPS has shown promising results in developing children’s social skills and reducing problems in behaviors.…”

Section: Introductionmentioning

confidence: 77%

“…Each dyad consists of a child with a disability and a child without a disability. Sessions took place every weekday (see also Odom et al 1997; Szumski et al 2016).…”

Section: Methodsmentioning

confidence: 99%

“…Both programs have already been evaluated, but there has not been a comparative study of their efficacy in developing social skills and ToM in children with ASD (Odom et al 1997; Shure and Spivack 1982; Szumski et al 2016). Odom and his colleagues improved the structure and content of Play Time/Social Time for a few years to reach the mostly optimal set of lessons and activities (Odom et al 1997).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

Szumski

Smogorzewska

Grygiel

et al. 2017

J Autism Dev Disord

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We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.

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Section: Introductionmentioning

confidence: 77%

“…Each dyad consists of a child with a disability and a child without a disability. Sessions took place every weekday (see also Odom et al 1997; Szumski et al 2016).…”

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

Szumski

Smogorzewska

Grygiel

et al. 2017

J Autism Dev Disord

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“…Preschool educators' views of the children's playtime in preschool will be measured using the play time/social time teacher impression scale [96,97] at 24 and 36 months corrected age. The teacher impression scale has 16 items rated on a 1-5 Likert scale (overall score range: 16-80), with higher scores indicating more social skills and play behaviour.…”

Section: Outcome Measurementsmentioning

confidence: 99%

Stockholm preterm interaction-based intervention (SPIBI) - study protocol for an RCT of a 12-month parallel-group post-discharge program for extremely preterm infants and their parents

et al. 2020

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Background: Improved neonatal care has resulted in increased survival rates among infants born after only 22 gestational weeks, but extremely preterm children still have an increased risk of neurodevelopmental delays, learning disabilities and reduced cognitive capacity, particularly executive function deficits. Parent-child interaction and parental mental health are associated with infant development, regardless of preterm birth. There is a need for further early interventions directed towards extremely preterm (EPT) children as well as their parents. The purpose of this paper is to describe the Stockholm Preterm Interaction-Based Intervention (SPIBI), the arrangements of the SPIBI trial and the chosen outcome measurements. Methods: The SPIBI is a randomized clinical trial that includes EPT infants and their parents upon discharge from four neonatal units in Stockholm, Sweden. Inclusion criteria are EPT infants soon to be discharged from a neonatal intensive care unit (NICU), with parents speaking Swedish or English. Both groups receive three initial visits at the neonatal unit before discharge during the recruitment process, with a strengths-based and development-supportive approach. The intervention group receives ten home visits and two telephone calls during the first year from a trained interventionist from a multiprofessional team. The SPIBI intervention is a strengths-based early intervention programme focusing on parental sensitivity to infant cues, enhancing positive parent-child interaction, improving self-regulating skills and supporting the infant's next small developmental step through a scaffolding process and parent-infant co-regulation. The control group receives standard follow-up and care plus extended assessment. The outcomes of interest are parent-child interaction, child development, parental mental health and preschool teacher evaluation of child participation, with assessments at 3, 12, 24 and 36 months corrected age (CA). The primary outcome is emotional availability at 12 months CA. Discussion: If the SPIBI shows positive results, it could be considered for clinical implementation for child-support, ethical and health-economic purposes. Regardless of the outcome, the trial will provide valuable information about extremely preterm children and their parents during infancy and toddlerhood after regional hospital care in Sweden. Trial registration: The study was registered in ClinicalTrials.gov in October 2018 (NCT03714633).

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“…However, the development of social skills is also a key aspect for the academic and personal success of these students. Students with disabilities have difficulties in the social domain (Gresham et al 2001;Szumski et al 2016) and in their interpersonal relationships (Kavale and Forness 1996;More 2008). These difficulties are manifested when establishing and maintaining lasting, quality relationships with peers (Carter et al 2005).…”

Section: Introductionmentioning

confidence: 99%

Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review

et al. 2020

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The United Nations’ Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater difficulties in their academic development, but they also have some social development limitations. It is therefore necessary to identify which strategies are effective in helping these students develop social skills. Previous research has noted that dialogical learning environments can contribute to promoting inclusion. This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. A literature search was performed of scientific databases (Web of Science, SCOPUS, PsycINFO and ERIC) to identify research that used dialogue and interaction to promote the development of the social skills of these students. Twenty-nine studies were selected that yielded improved results in the increase and quality of interactions and the promotion of social behaviours, such as initiations, participation, collaboration, social connection, self-regulation and self-image. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research.

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Can play develop social skills? The effects of ‘Play Time/Social Time’ programme implementation

Cited by 18 publications

References 31 publications

Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

Stockholm preterm interaction-based intervention (SPIBI) - study protocol for an RCT of a 12-month parallel-group post-discharge program for extremely preterm infants and their parents

Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review

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