Technology in Play for Children With Physical Disabilities: the Dice Model of Play

Официальное название

The Role of Technology in Facilitating Play for Children With Physical Disabilities: Development of the Dice Model of Play

Обзор

Play is an important activity for children. Almost all children play, but what is play? It is not easy to define play. In the past, people believed that children played to burn their energy. Now, it is known that play is important for children's growth. Some kids with disabilities cannot play. Many experts use play to teach children specific skills. People often forget that play is a child's right. It is important to help all children play. The first step is to define play and find what features are important in helping a child with a disability play. There are some models of play. But they are not complete. They do not look at play as a whole. Some models are just about playfulness, and some are about playing with others. Having a model that defines play helps researchers and clinicians think about play and the different parts of it. Then, when a child cannot play, experts can fix the part that is not working. Investigators want to introduce a model of play in this project. Investigators want to edit and complete it in three steps. First, Investigators will ask parents and children with disabilities about things that help or do not help them play; then, investigators will give Lego robots to children that they will build with help and play with them for a few weeks. And at the end, investigators will ask therapists and other experts about our model of play. This model will be edited during the study.

Подробное описание

The study is designed in three phases, employing a mixed-method approach that integrates qualitative and quantitative methods. Phase 1 involves exploring the alignment of the Dice Model of Play with the experiences of 10 children (aged 3-9, diagnosed with different abilities, and typically developed) and their guardians through semi-structured interviews and content analysis; Phase 2 examines the practical application of the model with a cross-over design. Up to 20 children with different abilities will build their Lego robots within a co-design and will play with that robot for four sessions. The other group will play with conventional toys for four sessions. They will switch after finishing those sessions. Sessions will be directed by a master of occupational therapy student supervised by Dr. Jacquie Ripat, a registered occupational therapist in Manitoba. Assessments will be Test of Playfulness (TOP), enjoyment (PPE\_DC), and play skills (ChIPPA-2) three times at the start, switching point, and last session. A go-along interview will be conducted in the co-design. Lastly, Phase 3 seeks expert opinions on the revised Dice Model of Play's clarity, relevance, and applicability, using online focus groups with professionals in occupational therapy, psychology, and computer science. The study aims to modify and enhance the model based on the findings from these phases.

Вмешательства

• Другое robots
  LEGO robots with adaptation according to child's age and developmental skills.
• Другое conventional
  A pack of conventional play tools consists of dolls, teddy bears, miniature wild animals, and small cars. All are available, and the child can choose to play with them.

Первичные конечные точки

• Test of Playfulness [Срок оценки: before the session 1, after session 8, after session 16, each time 10 to 20 minutes.]
• The Child Initiated Pretend Play Assessment (ChIPPA-2) [Срок оценки: before the session 1, after session 8, after session 16, each time 18 minutes for 3 years old children and 30 minutes for 4-8 years old children.]
• The Pretend Play Enjoyment-Developmental Checklist (PPE-DC) [Срок оценки: before the session 1, after session 8, after session 16, each time almost 10 minutes for parents and 10 minutes for researcher.]

Критерии участия

Критерии включения

• Having a disability or typically developed
• Between 3 to 9 years old
• Speaking and understanding English or Persian
• Living in Winnipeg

Критерии исключения

• Not receiving play therapy within the last three months

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Да

Дизайн исследования

Распределение

Рандомизированное

Модель

Перекрёстный дизайн

Маскирование

Открытое

Основная цель

Другое

Центры проведения

Канада · 1 центр

• Rehabilitation Centre for Children — Winnipeg

Идентификаторы

NCT: NCT06319430 · HS26236(H2023:343)

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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