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PubMed1995

Enhancing transfer of training: using role-play to foster teamwork in the cockpit.

Role-plays serve a unique purpose in providing practice and feedback for aircrew team development training in the classroom. When compared with other training strategies, role-play provides targeted practice and feedback of specific behaviors at low cost, with the trade-off being the amount of fidelity it provides. This article presents guidelines for designing role-plays to elicit crew resource management (CRM) behaviors and providing feedback to trainees on their performance. Through careful design procedures, a role-play exercise can provide both targeted practice and feedback and serve a useful purpose in the overall training design of a CRM training program.

Accidents, Aviation↗
PubMed2005

Assessing peer entry and play in preschoolers at risk for maladjustment.

This study evaluated the psychometric properties of an observational rating system for assessing preschoolers' peer entry and play skills: Observed Peer Play in Unfamiliar Settings (OPPUS). Participants were 84 preschoolers at risk for psychopathology. Reliability and concurrent validity are reported. The 30-min paradigm yielded reliable indexes of engaging and disruptive behavior. Adequate interrater reliability and stability were obtained with minimally trained observers. OPPUS scores were related in expected ways to independent observations of disruptive and engaging behavior during parent-child interactions. OPPUS scores were associated with parent-rated self-control and internalizing behaviors. OPPUS scores were associated with parent ratings of play skills for children with school experience and assertiveness for children without school experience. The OPPUS is a useful, brief method for assessing peer entry and play behaviors in preschoolers.

Child Behavior Disorders↗
PubMed2003

Subtypes of nonsocial play: comparisons between young children with and without developmental delays.

Subtypes of nonsocial play were examined for matched groups of young typically developing children and children with mild developmental (cognitive) delays. Based on intercorrelation patterns, interindividual stability, and associations with peer interaction measures, findings indicated that the nonsocial play of children with delays can be characterized as multidimensional in a manner similar to that of typically developing children. However, analyses suggest different interpretations of the psychological meaning of nonsocial play subtypes for both groups of children than indicated by previous work. Context factors did not influence nonsocial play subtypes. Evidence was found indicating considerable heterogeneity within subtypes, suggesting the need for longitudinal studies focusing on children's peer-related social competence, which may reveal subgroups within subtypes that both refine the constructs and provide direction for clinical interventions.

Case-Control Studies↗
PubMedDate not supplied

[A play technique as a new approach to health education].

This paper presents the premisses and results reached in the first phase of a community project of the College of Health Sciences of the University of Brasilia, whose purpose is to develop a new approach to health education based on the use of instruments and teaching techniques involving play. For this phase the objectives were: to set up a play room in the satellite city of Paranoá-Federal District; to make the teachers aware of the importance of play in the development of children; to improve their role in this kind of work with children; to develop new maintenance of the play center. The authors relate their experiences in the project in the period of a year and a half, pointing out certain factors which facilitated and inhibited the results, as well as explaining how they propose to use this space to develop a new approach to health education with a focus in health promotion.

Child Day Care Centers↗
PubMed1974

Increasing spontaneous play by suppressing self-stimulation in autistic children.

Appropriate play with toys was studied in two autistic children with high occurrences of self-stimulatory behavior. Each child participated in the experimental sessions in an A-B-A design, where "A" refers to baseline sessions and "B" refers to self-stimulation suppression sessions. It was found that: (a) during the baseline sessions, the children exhibited low levels of play and high levels of self-stimulatory behavior; (b) the per cent of unreinforced, spontaneous, appropriate play increased when self-stimulatory behavior was suppressed; and (c) when the suppression of self-stimulation was discontinued, the per cent of self-stimulation and that of appropriate play approached their presuppression levels. These results seem particularly significant because they identify a set of conditions under which spontaneous appropriate behavior, uncommon in autistic children, occurs at an increased level.

Autistic Disorder↗
PubMed1980

Solitary toy play and time out: a family treatment package for children with aggressive and oppositional behavior.

The behavior of four boys, 5 to 8 years of age, who were referred for a number of oppositional, rule violating, and aggressive behaviors, was assessed by direct observation and parent reports. Following baseline measurement, several interventions were successively applied to each child's behavior. Use of a social play contract to reduce problem behaviors by teaching appropriate social behaviors resulted either in no improvement or in worsening of the problem behaviors in observations made when the contract was not in effect. Changing the contract behavior to solitary toy play resulted in reduced oppositional behavior during the observation sessions, fewer reports from the parents of low-rate problem behaviors, and improvements in the parents' attitudes toward the children. However, these changes during the observation sessions were short-lived, because the data on these measures began to show a reversal during later sessions. Inclusion of a time-out contingency with the solitary play contract recovered the earlier improvements in the children's behavior during observation sessions and the parents' reports. These results gave support to the view that for children whose behavior is severely oppositional and aggressive, a treatment approach emphasizing productive, solitary behaviors may be superior to one stressing appropriate social interaction. However, a combined strategy of reinforcement for solitary play and punishment for problem behaviors appears necessary to ensure more durable treatment effects.

Aggression↗
PubMed1973

Biorhythms in the activity of children during free play.

The interaction between the arousal to action of environmental stimuli and recovery from that activity was presumed to generate biorhythms in the activity level of children. The level of environmental stimuli was manipulated by varying the play-group size and the apparatus, and higher environmental complexity was expected to produce more pronounced rhythms. The heart rates of 16 subjects playing in monad, dyad, and tetrad group sizes, in two playroom configurations, were monitored and spectral analysis used to locate significant biorhythms. There was a tendency toward 40-min (slow frequency) and 15-min (fast frequency) biorhythms. The group size manipulation produced the strongest biorhythmic behavior in the dyadic groups. Apparatus differences were not significant but the configuration containing a minimum quantity of play apparatus produced more variable activity than the configuration containing a large amount of play apparatus.

Arousal↗
PubMed1975

Field dependence--independence, social--non-social play and sex differences in preschool children.

The present study investigated the hypothesis that preschool children who spend more time in social play than in non-social play would be more field-dependent than their field-independent counterparts. Over-all the hypothesis was supported by the results. Although the social-non-social dimension appeared to account for most of the findings, correlations between individual play activities and field dependence suggested that this single dimension could not adequately account for all of the findings. The dimension of perceptual-motor demand required in some of the activities may have been involved as well. Discussion focused on the complexity of the play preference, cognitive findings, and on sex differences as well.

Child, Preschool↗
PubMed1990

Influence of play on creative thinking.

The immediate influence of flexible and highly structured play on the creative thinking of 184 fourth-grade boys and girls was investigated. Following either flexible or highly structured art, drama, and playground activities, children's performances on the Torrance Tests of Creative Thinking were evaluated. Children who participated in flexible play experiences showed significantly greater creative thinking than children participating in the highly structured play experiences. No significant differences were found between boys and girls related to effects of flexible and structured play on creative thinking. Implications for curriculum are explored.

Child↗
PubMed1997

Psychology of computer use: XLVIII: Relation between playfulness and computer anxiety.

Correlations between scores for computer anxiety and for playfulness were investigated (N = 265). Scores on computer anxiety correlated negatively with overall scores on the playfulness scale and the factors, Fun and Creative. Only the correlation with scores on Creative remained significant when control for computer experience was imposed. The results imply that playfulness relates to computer anxiety indirectly through its relation with computer experience. The implications of the results for the validity of the Adult Playfulness Scale are briefly discussed.

Adolescent↗
PubMed1996

The value of studying occupation: an example with primate play.

The purpose of this article is to demonstrate the value of a constraint-free study of occupation to occupational therapy. Constraint-free study refers to interdisciplinary scholarly inquiry that seeks to generate a deep understanding of how important occupations influence adaptation and health. Drawing on knowledge from animal behavior, anthropology, evolutionary biology, psychology, and primatology, primate play is discussed. Such knowledge enhances understanding of therapeutic play contexts and of play's integrative impact on occupational performance. Moreover, a robust understanding of vital occupations, such as play, empowers practitioners, thereby reducing the profession's vulnerability to external forces that diminish its economic and political position in the health care market. Precedents within and outside occupational therapy are described whereby control over the acquisition of basic knowledge has proven to be beneficial. It is concluded that both occupational therapy and occupational science will strongly benefit from their shared commitment to understanding the complexities of occupation.

Animals↗
PubMedDate not supplied

Maternal management of the home as a developmental play space for infants and toddlers.

OBJECTIVE: One purpose of this qualitative study was to describe the work done by mothers as they manage the spaces and objects of the home to support the development of infants and toddlers at play. METHOD: Eighteen mother-infant dyads participated in the study. Data were collected via monthly in-home videotaping of infants and monthly interviews with mothers, from 1 to 18 months of infant age. Data were analyzed with a grounded theory approach and computer-assisted video and text analysis. RESULTS: The results describe the everyday tasks of mothers of infants and toddlers, such as selecting commercial toys and household objects for play, positioning infants for play, maintaining and making play objects available, furnishing the home with child care equipment, controlling infant access to the spaces of the home, and monitoring for safety. CONCLUSION: This description contributes to our understanding of maternal work, infant and toddler development in context, co-occupations, and the neglected spatial dimension of occupation.

Adult↗
PubMed2000

Americans with Disabilities Act (ADA) accessibility guidelines for buildings and facilities; play areas. Architectural and Transportation Barriers Compliance Board. Final rule.

The Architectural and Transportation Barriers Compliance Board (Access Board) is issuing final accessibility guidelines to serve as the basis for standards to be adopted by the Department of Justice for new construction and alterations of play areas covered by the Americans with Disabilities Act (ADA). The guidelines include scoping and technical provisions for ground level and elevated play components, accessible routes, ramps and transfer systems, ground surfaces, and soft contained play structures. The guidelines will ensure that newly constructed and altered play areas meet the requirements of the ADA and are readily accessible to and usable by individuals with disabilities. The Department of Justice must adopt the guidelines as standards for them to be enforceable under the ADA.

Architectural Accessibility↗
PubMedDate not supplied

Therapeutic play and the impact on anxiety in hospitalized children.

Zahr's (1998) study supported the use of puppet shows, as therapeutic play, to decrease anxiety in hospitalized preschoolers. The results of this study support our group's research utilization project to educate nurses on the effects of therapeutic play on anxiety levels in hospitalized children. Nurses could use this information to implement therapeutic play in hospitals throughout the world. Feasibility issues would include the cost of materials needed and the time involved to educate nurses. More research should be done on therapeutic play as a method to decrease anxiety in children. Future research could be conducted using other cultures or age groups.

Anxiety↗
PubMed1992

Object play and exploration in children with and without disabilities: a longitudinal study.

The development of object play was examined in 40 children (20 with and 20 without disabilities). The children with disabilities were assessed at ages 11, 15, 19, and 27 months; the children without disabilities, at 6, 11, 15, and 27 months. At each assessment, the children were videotaped during 20 minutes of play with their mothers in a controlled environment. Child's play level was positively related to developmental age for the disabled group at each assessment and for the nondisabled group at 6, 11, and 15 months of age. The types of object play observed in children with no disabilities were observed in the children with disabilities at comparable developmental ages. In a subsample matched for developmental age, the duration and frequency of active involvement with objects were greater for the children without disabilities than for the children with disabilities.

Child Development↗
PubMed1991

Sound-based language play in four language-impaired subjects.

The production of sound-based language play in four language-impaired subjects was investigated. A battery of metalinguistic tests, incorporating the production of poems, nursery rhymes, alliteration and rhyme, was designed to assess the subjects' sound-based language play. The subjects' performance on these tests was compared with their performance on a battery of standardised language tests. Results indicated that the language-impaired subjects did not successfully involve themselves in sound-based language play. Furthermore, a decrease in sound-based language play was observed with an increase in the extent of the language impairment. Hence, a positive correlation was found between poor language competence and deficient metalinguistic skills. Diagnostic, therapeutic and theoretical implications are discussed.

Child↗
PubMed1990

The role of dyadic affect in play and infant sex in predicting infant response to the still-face situation.

This study was designed to examine mothers' and 3-month-old infants' affect in play and infant sex as predictors of infants' response to the still-face situation. Infants who evidenced negative affect in play were likely to respond with negative displays during a subsequent still-face situation. Maternal positivity in play was positively correlated with infants' social gaze in the still-face situation. In addition, maternal positivity and infant sex significantly interacted in predicting infant affective response in the still-face situation. For girls, maternal positivity was associated with decreased expressivity. For boys, maternal positivity was associated with early positive bids, which were followed by negative bids and moderately negative affect. Finally, maternal positivity and its interaction with infant sex provide unique information beyond the carry-over effect from infant affect in play to infant response to the still-face. Results are discussed in terms of patterns of individual and joint regulation.

Affect↗
PubMed1984

Play assessment in the differential diagnosis of autism and other causes of severe language disorder.

The autistic child's problems with language may be an impairment in symbolic functioning that affects all forms of communication, including representational thought and the ability to play creatively. The hypothesis that autistic children specifically do not project symbolic meaning onto toys (which is not associated with other conditions causing severe language disorder) was tested in a group of 15 severely language-impaired children. Data were obtained from a parent interview/questionnaire and analysis of a video-taped play session. The findings suggest that language-disordered children who meet DSM III criteria for autism most consistently show absence of symbolic play, and those who do have symbolic play fall into a wide range of diagnostic categories excluding autism. The report presents valuable observational and interpretational clinical factors, useful in the assessment and differential diagnosis of a language-impaired child.

Adolescent↗