Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Knowledge Database
• Slide Presentation for the lecture of: Joanna Smogorzewska
Academy of Special Education, Poland
• Top...
Developing Social Skills
through Play:
the Effectiveness of the “Play
Time/Social Time” program
Joanna Smogorzewska
Grzego...
Why we study the effectiveness of programs which
develop social skills?
- It is important to use such methods which effect...
Play Time/Social Time Program
(Odom et al., 1997)
1. For who?
- Children aged 3 to 5(6),
- Children, who learn in inclusiv...
2. Main aims of the program:
- Developing social skills,
- Teaching proper interactions with peers,
- Increasing young chi...
3. The method:
- Teaching proper behaviours via imitating behaviours
of peers without disability,
- Modifying environment ...
3. The method:
- Focusing on the child (first of all on the child with
disability):
• Structured play in pairs,
• Play enc...
4. Benefits of the program
(according to our earlier results):
-Teaching proper behaviours in natural environment,
learnin...
- Increasing the number of prosocial behaviours and the
willingness of participations in interactions among children
with ...
The assessment of effectiveness
-Repeated (three times) assessment of development of
children’s social skills (Teacher’s I...
Sample
- 10 preschools in Warsaw, Poland,
- In summary 10 experimental groups and 10 control
groups,
- 249 children age 3 ...
Sample
128
121
Experimental(Play
Time/ Social Time)
Control
Sample
Children with Disability: children with ASD, ID, hearing and
visual impairment, and physical disability
Social Skills 1 (Teacher’s Impression Scale)
56.54
(17.73)
58.72
(17.86)
59.81
(16.27)
60.96
(16.15)
68.11
(12.46)
63.77
(...
Social Skills 1 (Teacher’s Impression Scale) –
Children with Disability
44.17
(15.93)
43.85
(14.10)
48.34
(15.55)
48
(14.3...
Social Skills 2 (Taxonomy of Problematic Social
Situations)
2.61
(0.72)
2.57
(0.67)
2.53
(0.72)
2.43
(0.64)
2.2
(0.67)
2.3...
Social Skills 2 (Taxonomy of Problematic Social
Situations) – Children with Disability
2.89
(0.59) 2.5
(0.52)2.79
(0.66) 2...
Theory of Mind
3.09
(1.59)
2.79
(1.79)
3.61
(1.68)
2.98
(1.66)
3.95
(1.57) 3.26
(1.68)
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Play ...
Theory of Mind – Children with Disability
2.24
(1.51)
1.93
(1.88)
2.52
(1.48) 2.07
(1.61)
2.88
(1.48) 2.46
(1.77)
0
0.5
1
...
Conclusions
•In both groups there are positive changes in time in social
skills and in theory of mind development,
•The ch...
Thank you very much for your
attention
Upcoming SlideShare
Loading in …5
×

Joanna Smogorzewska: Developing Social Skills through Play the Effectiveness of Play Time/ Social Time Program - Slide presentation

211 views

Published on

AAA

Published in: Services
  • Be the first to comment

  • Be the first to like this

Joanna Smogorzewska: Developing Social Skills through Play the Effectiveness of Play Time/ Social Time Program - Slide presentation

  1. 1. Knowledge Database • Slide Presentation for the lecture of: Joanna Smogorzewska Academy of Special Education, Poland • Topic of lecture: Developing Social Skills through Play the Effectiveness of Play Time/ Social Time Program • The lecture was given at Beit Issie Shapiro’s 6th International Conference on Disabilities - Israel • Year: 2015
  2. 2. Developing Social Skills through Play: the Effectiveness of the “Play Time/Social Time” program Joanna Smogorzewska Grzegorz Szumski University of Special Education, Warsaw, Poland
  3. 3. Why we study the effectiveness of programs which develop social skills? - It is important to use such methods which effectiveness was proved empirically, - In Poland, despite a great need, there is a lack of programs which are design to develop social skills of young children. Especially, there is very few programs, which can be used in integrative and inclusive groups.
  4. 4. Play Time/Social Time Program (Odom et al., 1997) 1. For who? - Children aged 3 to 5(6), - Children, who learn in inclusive, integrative or special preschool, - Children with and without disability; children who suffer from the lack of social skills, children at risk of developmental problems.
  5. 5. 2. Main aims of the program: - Developing social skills, - Teaching proper interactions with peers, - Increasing young children’s social competence.
  6. 6. 3. The method: - Teaching proper behaviours via imitating behaviours of peers without disability, - Modifying environment (e.g. Designing special places for playing, giving ideas for mildly structuralised play, integrating children with and without disability),
  7. 7. 3. The method: - Focusing on the child (first of all on the child with disability): • Structured play in pairs, • Play encouragement through focusing on children who are the main targets of the program, • Reinforcement of positive behaviours, • Assessment of interactions between children.
  8. 8. 4. Benefits of the program (according to our earlier results): -Teaching proper behaviours in natural environment, learning from more competent peers (which is more effective than learning from adults), -Widening the repertoire of children’s plays, -Increasing frequency of social interactions of pre-schoolers with disability,
  9. 9. - Increasing the number of prosocial behaviours and the willingness of participations in interactions among children with disabilities as well as among children without disability, - Easy implementation - the program can be implemented as planned actions because it is based on materials which are available in preschools’ rooms.
  10. 10. The assessment of effectiveness -Repeated (three times) assessment of development of children’s social skills (Teacher’s Impression Scale (Odom et al., 1997), Cronbach’s Alfa = .97 [16 items], Taxonomy of Problematic Social Situations (Dodge et. al., 1985), Cronbach’s Alfa = .97 [44 items]) (change in time), -Repeated (three times) assessment of development of children’s “theory of mind” (change in time), Cronbach’s Alfa = .66 [7 items], -Results’ comparison between children in experimental and control groups (differences between groups).
  11. 11. Sample - 10 preschools in Warsaw, Poland, - In summary 10 experimental groups and 10 control groups, - 249 children age 3 to 6 (M = 4.7, SD = 0.99), with and without disability.
  12. 12. Sample 128 121 Experimental(Play Time/ Social Time) Control
  13. 13. Sample Children with Disability: children with ASD, ID, hearing and visual impairment, and physical disability
  14. 14. Social Skills 1 (Teacher’s Impression Scale) 56.54 (17.73) 58.72 (17.86) 59.81 (16.27) 60.96 (16.15) 68.11 (12.46) 63.77 (14.89) 0 10 20 30 40 50 60 70 80 Play Time/ Social Time Control Measurement 1 Measurement 2 Measurement 3 Time: F(2, 464) = 154.50; p = .0001; eta2 = 0.4 Method: F(1, 232) = 0.027; p = ns. Time*Method: F(2, 464) = 26.38; p = .0001; eta2 = 0.1
  15. 15. Social Skills 1 (Teacher’s Impression Scale) – Children with Disability 44.17 (15.93) 43.85 (14.10) 48.34 (15.55) 48 (14.32) 58.1 (12.8) 49.23 (14.74) 0 10 20 30 40 50 60 70 Play Time/ Social Time Control Measurement 1 Measurement 2 Measurement 3 Time: F(2, 106) = 63.173; p = .0001; eta2 = 0.54 Method: F(1, 53) = 0.69; p = ns. Time*Method: F(2, 106) = 16.351; p = .0001; eta2 = 0.24
  16. 16. Social Skills 2 (Taxonomy of Problematic Social Situations) 2.61 (0.72) 2.57 (0.67) 2.53 (0.72) 2.43 (0.64) 2.2 (0.67) 2.3 (0.66) 1.9 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Play Time/ Social Time Control Measurement 1 Measurement 2 Measurement 3 Time: F(2, 494) = 91,42; p = .0001; eta2 = 0.27 Method: F(1, 247) = 0.01 ; p = ns. Time*Method: F(2, 494) = 8.362; p = .0001; eta2 = 0.03
  17. 17. Social Skills 2 (Taxonomy of Problematic Social Situations) – Children with Disability 2.89 (0.59) 2.5 (0.52)2.79 (0.66) 2.39 (0.45) 2.42 (0.55) 2.44 (0.46) 0 0.5 1 1.5 2 2.5 3 3.5 Play Time/ Social Time Control Measurement 1 Measurement 2 Measurement 3 Time: F(2, 106) = 15.44; p = .0001; eta2 = 0.23 Method: F(1, 53) = 3.56; p = ns. Time*Method: F(2, 106) = 12.55; p = .0001; eta2 = 0.91
  18. 18. Theory of Mind 3.09 (1.59) 2.79 (1.79) 3.61 (1.68) 2.98 (1.66) 3.95 (1.57) 3.26 (1.68) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Play Time/ Social Time Control Measurement 1 Measurement 2 Measurement 3 Time: F(2, 248) = 19.36; p = .0001; eta2 = 0.14 Method: F(1, 124) = 4,035; p = .04; eta2 = 0.03 Time*Method: F(2, 248) = 19.2; p = ns.
  19. 19. Theory of Mind – Children with Disability 2.24 (1.51) 1.93 (1.88) 2.52 (1.48) 2.07 (1.61) 2.88 (1.48) 2.46 (1.77) 0 0.5 1 1.5 2 2.5 3 3.5 Play Time/ Social Time Control Measurement 1 Measurement 2 Measurement 3 Time: F(2, 102) = 5.40; p = .006; eta2 = 0.096 Method: F(1, 51) = 0.97; p = ns. Time*Method: F(2, 10) = 0.07; p = ns.
  20. 20. Conclusions •In both groups there are positive changes in time in social skills and in theory of mind development, •The changes are more positive in experimental group and the strength of the effect in the most cases is moderate, •The results are especially positive for children with disabilities, who are the main targets of the program, •It means that „Play Time/Social Time” is effective for developing social skills among preschool children.
  21. 21. Thank you very much for your attention

×