Access the full text.
Sign up today, get DeepDyve free for 14 days.
P. Wehman (1978)
Leisure skill programming for severely and profoundly handicapped persons: state of the art.The British journal of social and clinical psychology, 17 4
J. Porterfield, E. Herbert-Jackson, T. Risley (1976)
Contingent observation: an effective and acceptable procedure for reducing disruptive behavior of young children in a group setting.Journal of applied behavior analysis, 9 1
B. Friedlander, P. Kamin, G. Hesse (1974)
Operant therapy for prehension disabilities in moderately and severely retarded young children.The Training school bulletin, 71 2
James Stanfield (1973)
Graduation: What Happens to the Retarded Child When He Grows Up?Exceptional Children, 39
D. Reid, B. Willis, P. Jarman, K. Brown (1978)
Increasing Leisure Activity of Physically Disabled Retarded Persons through Modifying Resource AvailabilityResearch and Practice for Persons with Severe Disabilities, 3
K. Barnes (1971)
Preschool Play Norms: A Replication.Developmental Psychology, 5
M. Beveridge, J. Spencer, P. Mittler (1978)
Language and social behaviour in severely educationally subnormal children.The British journal of social and clinical psychology, 17 1
Thomas Whitman, J. Mercurio, V. Caponigri (1970)
Development of social responses in two severely retarded children.Journal of applied behavior analysis, 3 2
J. Gozali, B. Charney (1972)
Agenda for the '70s: full social integration of the retarded.Mental retardation, 10 6
P. Wehman (1978)
Effects of Different Environmental Conditions On Leisure Time Activity of the Severely and Profoundly HandicappedJournal of Special Education, 12
H. Quilitch, T. Risley (1973)
The effects of play materials on social play.Journal of applied behavior analysis, 6 4
D. Mithaug, And, M. Wolfe (1976)
Employing task arrangements and verbal contingencies to promote verbalizations between retarded children.Journal of applied behavior analysis, 9 3
Kenneth Rubin, Terrence Maioni, Margaret Hornung (1976)
Free Play Behaviors in Middle- and Lower-Class Preschoolers: Parten and Piaget RevisitedChild Development, 47
D. Hake, R. Vukelich (1972)
A CLASSIFICATION AND REVIEW OF COOPERATION PROCEDURES1Journal of the Experimental Analysis of Behavior, 18
P. Wehman, Orv Karan, Candy Rettie (1976)
Developing Independent Play in Three Severely Retarded WomenPsychological Reports, 39
P. Wehman, A. Renzaglia, G. Berry, R. Schutz, O. Karan (1978)
Developing a Leisure Skill Repertoire in Severely and Profoundly Handicapped PersonsResearch and Practice for Persons with Severe Disabilities, 3
R. Kissel, T. Whitman (1977)
An Examination of the Direct and Generalized Effects of a Play-Training and Overcorrection Procedure upon the Self-Stimulatory Behavior of a Profoundly Retarded BoyResearch and Practice for Persons with Severe Disabilities, 2
M. Parten (1933)
Social play among preschool children.The Journal of Abnormal and Social Psychology, 28
Paul Wehman, Marchant Ja (1978)
Improving free play skills of severely retarded children.The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 32 2
E. Goetz, D. Baer (1973)
Social control of form diversity and the emergence of new forms in children's blockbuilding.Journal of applied behavior analysis, 6 2
P. Strain (1975)
Increasing social play of severely retarded preschoolers with socio--dramatic activities.Mental retardation, 13 6
R. Koegel, Paula Firestone, Kenneth Kramme, Glen Dunlap (1974)
Increasing spontaneous play by suppressing self-stimulation in autistic children.Journal of applied behavior analysis, 7 4
Phillip Strain, R. Shores, M. Timm (1977)
Effects of peer social initiations on the behavior of withdrawn preschool children.Journal of applied behavior analysis, 10 2
R. Morris, M. Dolker (1974)
Developing Cooperative Play in Socially Withdrawn Retarded Children.Mental Retardation, 12
This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature.
AAESPH Review – SAGE
Published: Jun 1, 1979
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.