Characteristics of peer play in children with visual impairments.
Augmented toys
Children with vision impairments
Cognitive play
Individual variability
Social play
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Oct 2020
Oct 2020
Historique:
received:
17
09
2019
revised:
07
05
2020
accepted:
06
06
2020
pubmed:
6
7
2020
medline:
29
7
2021
entrez:
6
7
2020
Statut:
ppublish
Résumé
Although many studies report children with vision impairments (VIs) experience play difficulties compared to sighted peers, large variation is present within the population of children with VIs. The present study investigated peer play variation in 70 elementary school-aged children with VIs (M age = 8;11 years, SD = 2.25) and associations with specific child characteristics in sub-groups of participants. Also, it was examined how play materials with supportive auditory cues affected social play in children with varying cooperative play skills. Play behavior was coded while participants used play materials with and without auditory cues and parents filled in questionnaires about child characteristics. Data were analyzed using binomial logistic regression analyses. Although the profoundness of the VI was not associated to cooperative or symbolic play, age, language ability and gender did predict the demonstration of these play behaviors. Furthermore, auditory cues were particularly facilitative of social play in children with VIs with low cooperative play capabilities. In sum, this emphasizes that child characteristics other than the VI can play a significant role during peer play and interaction, and that individual variation should be considered when providing peer play support.
Sections du résumé
BACKGROUND
BACKGROUND
Although many studies report children with vision impairments (VIs) experience play difficulties compared to sighted peers, large variation is present within the population of children with VIs.
AIMS
OBJECTIVE
The present study investigated peer play variation in 70 elementary school-aged children with VIs (M age = 8;11 years, SD = 2.25) and associations with specific child characteristics in sub-groups of participants. Also, it was examined how play materials with supportive auditory cues affected social play in children with varying cooperative play skills.
METHODS AND PROCEDURES
METHODS
Play behavior was coded while participants used play materials with and without auditory cues and parents filled in questionnaires about child characteristics. Data were analyzed using binomial logistic regression analyses.
OUTCOMES AND RESULTS
RESULTS
Although the profoundness of the VI was not associated to cooperative or symbolic play, age, language ability and gender did predict the demonstration of these play behaviors. Furthermore, auditory cues were particularly facilitative of social play in children with VIs with low cooperative play capabilities.
CONCLUSIONS AND IMPLICATIONS
CONCLUSIONS
In sum, this emphasizes that child characteristics other than the VI can play a significant role during peer play and interaction, and that individual variation should be considered when providing peer play support.
Identifiants
pubmed: 32623248
pii: S0891-4222(20)30144-X
doi: 10.1016/j.ridd.2020.103714
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
103714Informations de copyright
Copyright © 2020 Elsevier Ltd. All rights reserved.