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PubMed1994

Use of running exercises for preschoolers with mental retardation as a means of improving play or school activity.

Various physical training programs have been devised to achieve greater physical fitness for handicapped children who otherwise exercise insufficiently. Such training may also facilitate socializing and play at school. Running exercises were conducted with 4 handicapped preschoolers and 3 age-matched normal preschoolers for 3 30-min. sessions per week for 11 weeks. Measures were seconds taken to run 25 meters and ratings of play behavior. Analysis showed that children who reluctantly joined the exercise made little progress in running. The quality of movement and play activities in nursery school and interactive behavior improved significantly for participants who also improved in running.

Attention↗
PubMed1989

Effects of reward and familiarity of reward agent on spontaneous play in preschoolers: a field study.

A field experiment was conducted with preschool children to test the effect of rewards on a familiar, spontaneous play activity, in conditions as close as possible to the children's natural school context, and to examine the role of familiarity of the person who administered rewards. In three experimental conditions, children were rewarded either by their own teacher or by an unknown adult for playing with toys at the school playground and stayed with either the teacher or the unknown adult in the remaining part of reward sessions. Spontaneous play was significantly reduced by the reward relative to baseline levels and recovered after a 3-wk. interval. However, no difference due to familiarity/unfamiliarity of reward agent could be found. Results, discussed in terms of an incentive contrast hypothesis, attest to the generality and external validity of the undermining effects of rewards.

Child, Preschool↗
PubMed1991

Fakability of two different role-play methodologies for assessing assertion.

The fakability of two methodologically different role-play tests of assertion was examined, 30 undergraduates low in assertiveness were tested and retested on the Behavioral Assertiveness Test--Revised and the Idiographic Role-play Test. Half of the testees were instructed to fake assertion during the second testing. Analysis indicated that both tests were fakable; however, testees reported more difficulty faking the latter test than the former. The detection of faking may be possible, particularly on role-play tests employing an idiographic methodology.

Assertiveness↗
PubMed1994

Detection of faking on role-play tests of assertiveness.

Faking and demand characteristics can represent significant threats to the validity of role-play tests of social competence. The present study examined whether faking could be detected via the global judgments of experienced and inexperienced assessors. 26 undergraduates low in assertiveness were induced to fake their performances on the Idiographic Role-play Test via instructions and information. Experienced judges successfully differentiated faking subjects from highly assertive subjects (n = 27) who had been provided with information and nonfaking instructions (98% accuracy). Inexperienced assessors correctly classified 79% of the subjects. Within the discussed limitations of this study, it appears that it is possible to detect faking on role-play tests of assertiveness.

Assertiveness↗
PubMed1997

Validation of play-conditioned audiometry in a clinical setting.

The aim of the present study was to investigate at what ages children were able to participate in play-conditioned audiometry in a clinical setting. Data concerning age and gender for 294 children (182 boys and 112 girls) were continuously recorded with details regarding audiometric method and number of successfully determined thresholds. Some children were tested more than once, resulting in a total of 449 examinations. The results are compared with those of other studies in which visual reinforced audiometry (VRA), condition-orientation reflex audiometry (COR) and play-conditioned audiometry are used, and show that in a clinical setting it is possible to determine at least one threshold in more than 35% of children tested at ages above 16 months. At 2 years of age, about 50% of the children are able to establish thresholds at least at three frequencies and from 3 years of age nearly 75% of the children could establish 6 thresholds or more. It is concluded that VRA, COR and play-conditioned audiometry should be considered along with objective hearing tests like brainstem audiometry (ABR) or measurement of otoacoustic emissions (OAE) when assessing hearing in infants and small children.

Audiometry, Pure-Tone↗
PubMed1991

The use of role-play in teaching medical students obstetrics and gynaecology.

There is a great need to review and critically assess medical education. Role-play has seen increasing use as an educational tool. We investigated its role in a 'conventional speciality', Obstetrics and Gynaecology. This is a part of the medical curriculum where communication skills are particularly important, but difficult to learn in practice. Twenty-one medical students took part in three role-play case studies. An innovation we implemented was the use of 'time outs' which could be called at any time through a session. After the exercise students were required to complete a questionnaire designed to probe their attitudes towards the experience. The results indicate that this technique can be successfully used in teaching a conventional speciality. Unlike some previous studies we also found this to be a satisfactory tool in teaching the factual part of the course. We found the 'time out' innovation to be an important aid. We argue that there is an important niche for role-play in medical education.

Clinical Competence↗
PubMedDate not supplied

Therapeutic use of play in the psychological preparation of preschool children undergoing cardiac surgery.

Hospitalization and surgery are generally accepted as stressful situations for children. A review of the literature indicates therapeutic play is effective in helping children cope with stressful situations. This article further illustrates the benefits of using therapeutic play in the psychological preparation of preschool children undergoing cardiac surgery. Play as a useful assessment and intervention tool for the nurse is examined.

Cardiac Surgical Procedures↗
PubMedDate not supplied

Nurses, children, and play.

A child's play is recognized as a useful tool for nurses in the diagnostic process of making judgments about a hospitalized child's compliance with medical procedures, adjustment to the hospital environment, degree of pain, and level of psychosocial functioning. However, the knowledge base that is required to effectively help a pediatric patient "play" in a therapeutic mode appears to be extremely limited for most nurses and is rarely addressed in a substantive manner in nursing education. Educational programs must be willing to incorporate a "developmentally appropriate, culturally sensitive, and family-centered approach" using clinical experiences and professional role models in their nursing curricula. The end product should be nurses who are competent in a much wider range of medical technological and psychosocial issues than has been necessary in the past. In short, nurses must learn to play.

Child↗
PubMed1996

A play-based methodology for assessing idiom comprehension in children with semantic-pragmatic difficulties.

In response to the lack of suitable material for assessing idiom comprehension in children with semantic-pragmatic difficulties, a new, play-based methodology is presented. The child listens to a tape-recorded story into which are embedded a range of idiomatic expressions. The child then acts out the story as it is played again, sentence by sentence. The play is video-recorded and transcribed. Actions for each idiom are categorised and are then amenable to within-child, between-child, and between-group analyses. The results of a pilot project indicate that this methodology overcomes may of the problems inherent in assessing children identified as having semantic-pragmatic difficulties.

Acting Out↗
PubMed1998

Do I dare? Using role-play as a teaching strategy.

Role-play is a teaching strategy that models patient behaviors and nursing interventions that students need to learn in psychiatric nursing. Applications of this strategy can be used in both classroom and clinical settings. Benefits of using role-play range from cost effectiveness and active learning to modeling expected performance/skill levels and increasing self-confidence and assertiveness. Perceived drawbacks can be minimized by using the planning steps prior to the use of role-play.

Education, Nursing, Baccalaureate↗
PubMed1980

Occupational therapy behavior in pediatrics. A play skills inventory: a competency monitoring tool for the 10 year old.

The importance of play has been identified as the arena for learning childhood skills needed for work, recreational, and social roles of later life. A conceptual model of competency representing three developmental sequences guided the identification of certain critical skills and behaviors required for competent role performance during middle childhood and for readiness to move into adolescence. The model also established the rationale for construction of a gross monitoring tool to assess the presence or absence of these identified skills. A variety of play situations were selected, constructed, and adapted to formulate an assessment instrument. The Play Skills Inventory has been useful to some occupational therapists in their observations and identification of the child's strengths and weaknesses in varied developmental areas. The Inventory was presented and instances of its use were shared through two case illustrations.

Child↗
PubMed1986

Examining reliability and validity of the Preschool Play Scale with handicapped children.

This study examined the reliability and validity of the Preschool Play Scale (PPS), a measure of the developmental level of play, on a sample of 60 handicapped children. Results demonstrated acceptable reliability and validity for the scale as a whole. However, the need for some refinement of the scale was revealed by the findings. Categories of play that can be observed only infrequently need to be reconsidered. The data also suggest that the criteria for deciding whether a behavior is absent or whether there was no opportunity to observe the behavior need to be spelled out more clearly for the scale.

Affective Symptoms↗
PubMed1987

Integrating play in neurodevelopmental treatment.

This article presents one perspective on the integration of play activities within a neurodevelopmental frame of reference. Based on the premise that activities are characteristic of occupational therapy intervention, issues related to combining play activities with neurodevelopmental principles are discussed. Clinical examples are also provided to illustrate the value of integrating play activities within the occupational therapy treatment of the child with cerebral palsy.

Cerebral Palsy↗
PubMed1990

Play behavior and occupational therapy.

The effectiveness of treatment methods on a person's ability to carry out occupational roles competently is of interest to occupational therapists. This case study demonstrated how play, as an occupational role of childhood and as a measure of competence, can be used to evaluate the effectiveness of occupational therapy that uses a sensory integrative approach. The positive changes in C.C.'s play behavior support the basic philosophy of sensory integration, which states that an increase in sensory integrative functions will improve competence (in this study, competence is defined as play), that is, that a person will have the ability to carry out occupational roles in an adaptive and competent manner. In addition, improvements in other areas, such as the organization and execution of self-care skills and improvements in gross and fine motor skills, provide further support to sensory integrative philosophy. Further exploration of these concepts would add to a growing body of knowledge aimed at the documentation of the effectiveness and efficacy of occupational therapy interventions.

Child, Preschool↗
PubMedDate not supplied

Toddlers' persistence in the emerging occupations of functional play and self-feeding.

OBJECTIVE: This descriptive study explores motivation of toddlers who are typically developing to persist with challenging occupations. METHOD: The persistence of 33 children, 12 to 19 months of age (M = 15.7 months), in functional play and self-feeding with a utensil was examined through videotape analysis of on-task behaviors. RESULTS: A modest correlation was demonstrated between the percentages of on-task time in the two conditions (r = .44, p < .01). Although chronological age was not associated with persistence, participants' age-equivalent fine motor scores were correlated with persistence with challenging toys (r = .39, p < .03) but not with self-feeding with a utensil. Having an older sibling was associated with longer periods of functional play, t(32) = 3.02, p < .005, but the amount the parent urged the child to eat with a utensil was not associated with persistence in self-feeding. CONCLUSION: The modest association between on-task time for functional play and self-feeding with a utensil reveals that factors other than urge to meet perceptual motor challenges lead to children's persistence. The results reinforce the importance of considering not only challenging activities, but also the experienced meaning that elicits optimal effort and, thus, learning.

Feeding Behavior↗
PubMed1981

Therapeutic play: effects on hospitalized children.

In an attempt to demonstrate therapeutic play as a potential treatment of hospital-induced anxiety in 5- to 11-year-old children, the following research study was conducted in two different hospital settings over a four-year period. A two-group experimental design was developed that included therapeutic play for the experimental children and pre and post measures of anxiety for all children. Results of this study demonstrate that therapeutic play is a valuable intervention with hospitalized children.

Child↗
PubMed1975

Effects of directive vs. nondirective play therapy with institutionalized mentally retarded children.

Institutionalized retarded children were randomly assigned to 11 sessions of directive play therapy (N = 5), nondirective play therapy (N = 5), or no treatment (N = 4). Student nurses were therapists. The Denver Developmental Screening Test was administered before and after treatment. For the Fine Motor and Personal-Social scales, a significant interaction effect (p smaller than .05) was found between treatment group and measurement period (pre vs. post). The interactions tended to support the hypothesis that play therapy was effective in increasing developmental level but not the hypothesis that directive therapy was more effective than nondirective therapy.

Child↗
PubMedDate not supplied

[Techniques to inform and prepare children to various medical and surgical procedures by using play].

To everybody, adult or child, admission to hospital and/or surgery may cause concern and fear, because we are afraid of what we do not know. Being informed and prepared in a manner appropriate to age and understanding reduces fear and distress. Since from their earliest childhood, children learn by play, play in its various forms is the best way to inform and prepare them for medical and/or surgical procedures. This activity must be carried out by specialists (child life specialist, play specialist) who know how to tailor it to the individual needs of each patient. Information and preparation are not enough, it is necessary to make sure that the message was understood correctly. Since 50% of children go to hospital at least once before they are 14, and 2/3 of these cases are taken to the Emergency service, a very useful and pleasant form of preventing the trauma of hospitalisation is to provide the necessary information about hospital in kindergarten and primary school, in a fruitful co-operation among teachers, health care professionals and parents.

Adolescent↗