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Download full textDunst, Carl J.; Trivette, Carol M.; Prior, Jeremy; Hamby, Deborah W.; Embler, Davon – Orelena Hawks Puckett Institute, 2013
Findings from a survey of parents' ratings of seven different human-like qualities of four socially interactive robots are reported. The four robots were Popchilla, Keepon, Kaspar, and CosmoBot. The participants were 96 parents and other primary caregivers of young children with disabilities 1 to 12 years of age. Results showed that Popchilla, a…
Descriptors: Disabilities, Robotics, Parent Attitudes, Interaction
Dunst, Carl J.; Prior, Jeremy; Hamby, Deborah W.; Trivette, Carol M. – Orelena Hawks Puckett Institute, 2013
Findings from two studies of 11 young children with autism, Down syndrome, or attention deficit disorders investigating the effects of Popchilla, a socially interactive robot, on the children's affective behavior are reported. The children were observed under two conditions, child-toy interactions and child-robot interactions, and ratings of child…
Descriptors: Disabilities, Robotics, Interaction, Intervention
Dunst, Carl J.; Hamby, Deborah W.; Trivette, Carol M.; Prior, Jeremy; Derryberry, Graham – Orelena Hawks Puckett Institute, 2013
The effects of a socially interactive robot on the vocalization production of five children with disabilities (4 with autism, 1 with a sensory processing disorder) were the focus of the intervention study described in this research report. The interventions with each child were conducted over 4 or 5 days in the children's homes and involved…
Descriptors: Disabilities, Robotics, Interaction, Intervention
Dunst, Carl J.; Trivette, Carol M.; Hamby, Deborah W.; Prior, Jeremy; Derryberry, Graham – Orelena Hawks Puckett Institute, 2013
Findings from two studies investigating the effects of a socially interactive robot on the vocalization production of young children with disabilities are reported. The two studies included seven children with autism, two children with Down syndrome, and two children with attention deficit disorders. The Language ENvironment Analysis (LENA)…
Descriptors: Disabilities, Robotics, Interaction, Intervention
Dunst, Carl J.; Trivette, Carol M.; Prior, Jeremy; Hamby, Deborah W.; Embler, Davon – Orelena Hawks Puckett Institute, 2013
A number of different types of socially interactive robots are being used as part of interventions with young children with disabilities to promote their joint attention and language skills. Parents' judgments of two dimensions (acceptance and importance) of the social validity of four different social robots were the focus of the study described…
Descriptors: Robotics, Interaction, Intervention, Parent Surveys
Peer reviewed
Direct linkChildress, Dana C. – Topics in Early Childhood Special Education, 2011
Learning to explore, communicate, and interact with others and the environment through play can be problematic for young children with disabilities, but with parental support, children can learn and interact successfully during play activities. To determine how parents engage their preschool children with disabilities in play and what behaviors…
Descriptors: Play, Early Intervention, Disabilities, Preschool Children
Elmore, Shannon Renee; Vail, Cynthia O. – NHSA Dialog, 2011
The purpose of this study was to evaluate the effects of manipulating toy sets on the social verbal interaction that occurs between preschool-age children with disabilities and their typically developing peers. A single-subject alternating-treatments design was used to evaluate the effects of manipulating social toy sets and isolate toy sets on…
Descriptors: Verbal Communication, Disabilities, Interaction, Developmental Delays
Beckman, Paula J.; Kohl, Frances L. – Education and Training of the Mentally Retarded, 1984
Observations were made on 16 preschoolers (12 handicapped) regarding frequency of interactions, amount of time preschoolers engaged in toy play, and toy preferences. Results revealed that under conditions in which only social toys were available, children generally engaged in more interactions and less toy play as compared to other conditions.…
Descriptors: Disabilities, Interaction, Play, Preschool Education
Kohl, Frances L.; And Others – Journal of the Division for Early Childhood, 1984
In an investigation of effects of adult-directed play on handicapped preschoolers' functional use of toys and interactions with other classmates. Results revealed that adult-directed play increased the handicapped preschoolers' functional use of toys; interactions were increased for two of the three subjects. (Author/CL)
Descriptors: Disabilities, Interaction, Interpersonal Competence, Preschool Education
Rettig, Michael; And Others – Education and Training in Mental Retardation, 1993
Social toys and isolate toys were presented to 24 children (ages 3-5). The older children displayed more social interactions in the social toy condition than did other ages. Disabled subjects displayed more social interactions in the social toy condition than isolate toy condition. Nondisabled subjects had more social interactions in both toy…
Descriptors: Age Differences, Disabilities, Interaction, Play
PACER Center, 2005
The toys children use during play are extremely important in their development. Anthropologists have found evidence of toys dating back as far as the first record of human life and among all cultures. Toys can be an entertaining and educational way for children to learn and respond to social situations, and they give children the opportunity to…
Descriptors: Toys, Interpersonal Relationship, Interaction, Play
DiCarlo, Cynthia F.; Stricklin, Sarintha B.; Reid, Dennis H. – NHSA Dialog, 2006
The effects of modifying the structural quality components of inclusive classrooms on material engagement among toddlers (18-36 months) with and without disabilities were evaluated. Initially, three classrooms were evaluated using items that addressed structural quality from the Infant/Toddler Environment Rating Scale, the National Association for…
Descriptors: Play, Early Childhood Education, Observation, Toddlers
Bell, Catherine; And Others – 1982
One of four packets designed to help day care providers work with handicapped children and their parents, the booklet describes a workshop aimed at stimulating children's language. The workshop centers on the Preschool Group Evaluation Checklist which assesses the following factors in group language experience: role of the adult (verbal…
Descriptors: Check Lists, Child Language, Day Care, Disabilities
