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KMID : 1022520140180010015
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Journal of Play Therapy
2014 Volume.18 No. 1 p.15 ~ p.27
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A study on the impact of fairy tales-utilizing group play program on the improved self-efficacy in children with mild intellectual disability
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Park Ho-Ju
Lee Bo-Yeon
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Abstract
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This study aims to conduct fairy tales-utilizing group play program for children with mild intellectual disability to see if their self-efficacy improved. A speech therapist requested children who used S treatment room located at P city to take self-efficacy test. Among them, the subjects of this study are three(3) 11 years olds who received lower scores in the test. The goal of this fairy tales-utilizing group play program is to improve self-confidence, self-regulation efficacy, and preference for task difficulty. We conduct a total of 12 sessions for this program: 60 minutes per session, twice a week. Each session includes relaxation activity(10 min.), structured activity(25 min.), and discussion activity(5 min.). We present the impact of the fairy tales-utilizing group play program on children``s self-efficacy by conducting a self-efficacy test before and after the program. We also videotape children``s free play situations in every session, make a qualitative analysis of the self-efficacy behavior by session according to the self-efficacy behavioral observation scales and present frequency. Our findings are as follows: First, the fairy tales-utilizing group play program improves the self-efficacy in children with mild intellectual disability. Second, the self-efficacy behavior within a session increases during the fairy tales-utilizing group play program. In conclusion, because this study covers only a few subjects, the study has limitations in its generalization. However, it is important to note that but the fairy tales-utilizing group play program was found to be effective in improving the self-efficacy in children with mild intellectual disability.
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KEYWORD
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children with mild intellectual disability, fairy tales-utilizing group play program, self-efficacy
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