Promoting Interaction During Sociodramatic Play: Teaching Scripts to Typical Preschoolers and Classmates With Disabilities

Abstract

We investigated the effects of teaching sociodramatic scripts on subsequent interaction among three triads, each containing 2 typical children and 1 child with autistic characteristics. The same type and rate of teacher prompts were implemented throughout structured play observations to avoid the confounding effects of script training and teacher prompting. After learning the scripts, all children demonstrated more frequent theme-related social behavior. These improvements in social-communicative interaction were replicated with the training of three sociodramatic scripts (i.e., pet shop, carnival, magic show) according to a multiple baseline design. These effects were maintained during the training of successive scripts and when the triads were reconstituted to include new but similarly trained partners. Results provided support for the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during sociodramatic play.

Social skills interventions for children with autism

“…For example, Goldstein and Cisar (1992) investigated the use of written scripts on the socio-dramatic play of typical preschoolers and one child with autism. The activities included a carnival, pet shop, and magic shop.…”

Supporting communication in young children with developmental disabilities

“…When children engage in positive interactions, the probability of future interactions is increased [McNaughton and Light, 1989]. Numerous intervention approaches have been applied with the goal of improving peer interactions for children with speech and language delays, including peer models [Robertson and Weismer, 1997], peer buddy dyads [Goldstein et al, 1997], group coaching [Trotter-Davis et al, 1996], teacher prompts [Filla et al, 1999], manipulation of play materials [Roth-McCabe et al, 1996], and sociodramatic script training [Goldstein and Cisar, 1992]. The success of any effort to increase social interactions will depend on the way in which these interactions are supported, planned, and encouraged within the classroom environment.…”

Increasing Pretend Toy Play of Toddlers With Disabilities in an Inclusive Setting

“…Pretend play is considered important in the developmental process and is related to the development of a variety of adaptive skills (Schrader, 1990;Weinberger & Starkey, 1994). Correspondingly, promotion of pretend play is a common goal of curricula and educational programs for young children (Goldstein & Cisar, 1992;Sigafoos et al, 1999). Despite the recognized importance of pretend toy play, few empirical studies have investigated ways of promoting this type of play among young children (e.g., 2-yearolds) with disabilities (Howe et al, 1993;McCabe et al, 1999), and especially among young children with disabilities in inclusive early-intervention settings (cf.…”