An Empirical Examination of Effective Practices for Teaching Board Game Play to Young Children

Abstract

We examined an intervention package using peer modeling, systematic prompting, and contingent reinforcement to increase the frequency and complexity of board game play and social behaviors in young children with disabilities. Four children with or at risk for disabilities participated with their typically developing peers. Results indicated a strong functional relation given the magnitude of change across conditions and participants and robust study rigor. Minor individual adaptations were used for two of the four participants. Overall, the study extends the research on board game play interventions with young children by demonstrating the effectiveness of an intervention that was successful for a diverse sample of preschool children with or at risk for disabilities and their peers.