Prompting play for preschoolers with intellectual and developmental disability: A pilot investigation of an occupational therapy led virtual workshop series

ABSTRACT

Evidence-based strategies for play, such as the application of systematic prompting techniques, require education and collaboration between occupational therapists and classroom educators to support implementation and carryover. Educating teachers and paraprofessionals regarding systematic prompting strategies to increase play within the classroom can work toward decreasing the play deficits experienced by students with intellectual and developmental disabilities (IDD). This pilot project investigated the immediate effects of a virtual workshop series for preschool educators on knowledge and self-efficacy of systematic prompting strategies for play. The virtual platform was implemented during the COVID-19 pandemic in order to follow health and safety protocols. Using a pretest posttest design, participants from an inclusive preschool were recruited to participate in a virtual workshop series. We found that participants demonstrated a positive and statistically significant change in both knowledge and self-efficacy. Participants were highly satisfied with the content and delivery of the workshops, however additional hands-on training to solidify their understanding was noted as an area of need. This pilot project provides a model for creation of virtual workshops, the sharing of resources as well as the value of interprofessional collaboration.

KEYWORDS:

• Intellectual and developmental disability
• Educator
• Professional development
• Systematic prompting strategy
• Interprofessional practice

Acknowledgments

We would like to acknowledge the school and the educators who participated in this pilot project as well as the Duquesne University Occupational Therapy Pathways team for their support of this project.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Declarations Of Interest

There are no conflicts of interest interfering with this study, and no outside funding was used to support the study. The University Institutional Review Board (IRB) approved this project (IRB #2020/05/13). Informed consent was obtained from each participant within the study prior to beginning the workshops.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.