The purpose of this study was to examine the effect of a literacy-based intervention on the conventional pretend play skills of
preschool children who are visually impaired. The intervention involved experience books, real objects, story-reading, and role-play,
which are common strategies used to teach children with visual impairments. A multiple-probe single case design across story sets was used
to evaluate the effectiveness of the intervention. Two participants completed the study, one with low vision and one with no functional
vision. Free play sessions were conducted during each visit to measure the effect of the intervention on the dependent variables, which
required the participant to generalize behaviors from the intervention sessions. Data were analyzed within and across participants. Visual
analysis showed an experimental effect with two of the three stories for the participant with low vision and no effect of the intervention
with the second participant. A clear functional relationship was not demonstrated. Analysis of intervention sessions showed increases in
the conventional pretend play of both participants, particularly the second participant, who showed no consistent change during free play
sessions. Generalization to other material sets was not demonstrated. Maintenance data for both participants were limited, but promising
in that both participants showed at least one instance of increased conventional pretend play after the end of the intervention. The
findings from this study contribute to the knowledge of play skills of young children who are visually impaired. Additional research is
necessary to further investigate the influence of each component of the intervention, the involvement of peers as play partners, and
investigating other ways to experimentally measure pretend play. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the
requirements for the degree of Doctor of Philosophy. / Fall Semester 2015. / December 8, 2015. / pretend play, single-case design, visual impairment / Includes bibliographical references. / Sandra Lewis, Professor Co-Directing Dissertation; Amy Guerette, Professor Co-Directing
Dissertation; Tom Welsh, University Representative; Mary Frances Hanline, Committee Member; Sarah Ivy, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360362 |
| Contributors | Greeley-Bennett, Catherine (authoraut), Lewis, Sandra (professor co-directing dissertation), Guerette, Amy R. (professor co-directing dissertation), Welsh, Thomas M. (university representative), Hanline, Mary Frances (committee member), Ivy, Sarah Elizabeth (committee member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (248 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0023 seconds