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Scripted Play as a Language Intervention Strategy for Preschoolers with Developmental Disabilities



Early Childhood Education Journal, Vol. 28, No. 4, 2001 Early Childhood Special Education Phyllis Miles Neeley,1 Richard A. Neeley,2 Joseph E. Justen, III,2,3 and Carla Tipton-Sumner2 INTRODUCTION The importance of play activities in the learning and development of young children is well documented (Ferguson, 1999: Hammer, 1998; Morrison & Rusher, 1999). A number of investigators have focused on ways to enhance play skills of children with developmental disabilities hoping to improve their cognitive, language, and social skills (Lifter, Sulzer-Azaroff, Anderson, & Cowdery, 1993). The purpose of this clinical study was to explore the effects of teaching sociodramatic play through the use of a script on generalized free play behavior and learning in preschoolers with developmental disabilities. The term “script” was first used by Schank and Abelson (1977) to explain how individuals organized their knowledge of familiar situations such as routine activities and events. There is evidence to suggest that young children organize information in a scriptlike form that outlines the order of events in those situations with which the child is most familiar (Nelson, 1981; Nelson & Gruendel, 1979; Nelson & Seidman, 1984). If this is the case, the coaching of young children in the use of such



Early Childhood Education JournalSpringer Journals

Published: Jun 1, 2001

DOI: 10.1023/A:1009598926804

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