Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

5-8-2020

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Department of Educational Foundations and Exceptionalities

Advisor(s)

Dr. Sara Snyder

Dr. Tiffany Hornsby

Dr. Geralyn Timler

Amanda Wadsworth

Abstract

A primary focus of many early childhood educational settings is the development of appropriate play skills. The purpose of this study was to determine the effectiveness of using a visual script that included multiple peer responses on the participants’ appropriate reciprocal responses to peers during play time. A concurrent multiple baseline design across participants was used to determine if the use of the visual script would increase the number of appropriate reciprocal responses to peers, and if the average duration of play following successful initiation would increase. The researcher observed two preschool-aged children during free play. During free play, the two participants did not appropriately initiate play interactions at a high rate and the average duration of play was short. The researcher then taught the participants to use an iPad with an interactive visual script that included multiple peer responses. The participants then used the script in the classroom during free play. The results indicate that the use of the visual script increased the number of appropriate reciprocal responses to the peer during play time, as well as the average duration of play.

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