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KMID : 0894920130130030101
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Journal of the Korean Association for Persons with Autism
2013 Volume.13 No. 3 p.101 ~ p.116
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Agreement on Ratings among Mothers, Teachers, and Play Therapist on Progress of Preschool Children at Risk of Emotional Adjustment/Social Interaction Problems through Play Therapy
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Lee Ji-Kyung
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Abstract
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The study aimed to examine the following areas: (1) Areas that mothers, teachers, and the therapist rate that children made an overall improvement (e.g., Emotional Adjustment, Social Interaction with Peers, & Social Interaction with Adults) through play therapy intervention; (2) Data points (e.g., Pre-Intervention, Mid-Intervention, & Post-Intervention data) that the raters evaluate that children made the greatest improvement, (3) Significant differences in ratings among mothers, teachers, and the therapist in terms of children’s improvement through play therapy; and (4) Pairwise differences in ratings among mothers, teachers, and the therapist regarding children’s improvement A play therapist, seven children with emotional adjustment/social interaction problems, their mothers, and teachers participated in this study. Social Competence and Behavior Evaluation (SCBE, Preschool) was utilized to measure the children’s progress. Friedman test, Wilcoxon test as a post-hoc analysis, Kruskal-Wallis test, Mann-Whitney U test as post hoc analysis, and descriptive statistics were used for data analysis. The results showed that the teachers and the therapist stated that play therapy had an effect on making improvements in the areas of the child’s emotional adjustment and social interaction with peers. Also, significant differences were found in the ratings of the Pre-Intervention data from the mothers, teachers, and the therapist and the differences of ratings amongst the individuals decreased by the Post-Intervention data. The similarities and differences in ratings from the three raters were discussed. Collaboration between mothers and educational professionals have been stressed in order to aid in the early identification of service provision to preschool children with special needs.
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KEYWORD
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play therapy, children at risk of emotional adjustment/social interaction problems, mothers, teachers, play therapist, rating
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