116 Session 4
Papers Topic - Play Advancing Comprehensive Early Childhood Intervention P4.07 Executive Function and Play: Authentic Assessment in Natural Environments Presenting Author: Patricia M Blasco (USA) Affiliation: Oregon Health and Science University Co-Authors: Karin Lifter, Tara Rutter
This session will present components of executive function (EF) in young children’s naturally occurring play behaviors. EFs include inhibition, working memory, cognitive flexibility, plan and organization, and emotional control. Traditionally, EFs are assessed using elicited behaviors based on established tests. Here, researchers observed 30-minute video recordings of young children (ages 8, 18, and 36 months) playing in their homes with a caregiver and coded the play samples at 5-minute intervals for EFs noted above. These play observations are part of a large database of 492 children, with and without disabilities, from ages 8 to 60 months, forming the basis of the Developmental Play Assessment for Practitioners (DPA-P). Providing a method to identify and assess EFs based on authentic, naturally occurring play behaviors is missing from the field, particularly in early intervention. In addition to sharing examples of EFs during play, we will discuss implications of ecological validity, practice, and policy.
P4.08 Play Development in Young Children With and Without Delays: Guidelines for Intervention Presenting Author: Karin Lifter (USA)
Affiliation: Northeastern University, Boston Co-Authors: Emanuel Mason, Haley Medeiros
This presentation centers on an analysis of object play in a new cross-sectional sample of 203 children developing with delays, given variations across the literature. Children included those with autism, Down syndrome, and language delays from diverse backgrounds in the northeastern United States. Thirty-minute play observations were taken at 8-, 12-, 18-, 24-, 30-, 36-, 42-,48-, 54-, and 60-months of age, video recorded in children’s homes. Analyses focused on frequency and variety of examples expressed within highly differentiated play categories. The children’s play was compared to 289 typically developing children from similar backgrounds, observed contemporaneously in the same paradigm. The groups were comparable in engagement with toys (frequency). Children with delays also expressed the same play categories, but with less variety and at later ages in more complex categories. Specific difficulties were identified for children with autism and children with Down syndrome. Guidelines for intervention include incorporating play across developmental domains.
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