Teaching Play Skills Through the Use of Assistive Technology and Instructional Strategies: A National Survey

Susan S. Johnston, Ph.D.
Robyn M. Thompson, M.S.

University of Utah


Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts.  Literature supports the use of specific instructional strategies to promote the acquisition of play skills.  In addition to utilizing specific instructional strategies to teach play skills, assistive technology (AT) can support positive outcomes. The authors conducted a survey study in order to advance our understanding of early childhood special education professionals’ knowledge and use of instructional strategies and AT to teach play skills to young children with disabilities. The participants’ reported knowledge and use of instructional strategies to teach play skills to young children with disabilities was high relative to their knowledge and use of AT. Furthermore, early childhood special education professionals reported that they did not vary their use of instructional strategies based on the AT tool. Implications of these finding for research and practice are discussed.

Read or Download

  • To Read this Article - or Download this Article (login required)

  • To Download the Entire FALL 2015 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.

Not a Member?

If you are a member of NASET, please login to freely access this and all archived articles of JAASEP

If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $4.95 (use the "Buy now" button below):

OR Buy the entire issue of JAASEP FALL 2015 for $19.95. Use the BUY NOW button below:

OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET

Return to the Table of Contents - CLICK HERE

forgot username or password?