Play is a critical early developmental milestone that contributes to the learning and wellbeing of young children (Lifter, Mason, & Barton, 2011). Play is particularly important for young children with disabilities, as they learn important skills within playful interactions and contexts with their peers (U.S. Departments of Health and Human Services and Education, 2015). Early childhood settings should create multiple opportunities with the needed supports that ensure children with and without disabilities engage in sustained play of increasing complexity, including promoting meaningful interactions across people and contexts (National Association for the Education of Young Children, 2009).

Objectives
Participants will be able to:

• Describe how to use systematic prompting to increase play behaviors in young children.
• List different types of play complexity.
• Describe how to embed instruction into play activities.

Outline
Session 1:

• Overview of the rationale for teaching play
• Play types
  1. Social Play
  2. Object play
• Play focused interventions
  1. Specific examples of instructional strategies to teach play
  2. Using play as a context to teach other skills

Session 2:

• Embedding play instruction across the day
  1. Embedding play focused interventions
  2. Planning play focused instruction
• Teaching play with peers
• Review case studies and examples

Trainer’s Profile
Dr. E. Barton, PhD, BCBA-D, is an international educational consultant. She taught graduate-level courses on evidence-based assessment and intervention practices for young children with disabilities and single case research design. She is a Board Certified Behavior Analyst and directs research projects related to evidence-based practices for young children, policies and practices that support high quality inclusion, and effective professional development systems. Dr. Barton is an active scholar and practitioner with over 120 publications in major journals, multiple chapters, and several textbooks related to evidence-based practices. Dr. Barton serves on several editorial boards and is the Editor-in-Chief of Topics in Early Childhood Special Education and an Associate Editors for the Journal of Early Intervention and Remedial and Special Education. She has received many honors including as the 2021 Peabody Faculty Excellence Award: Service to Students and 2020 Chancellor’s Faculty Fellow at Vanderbilt University. She also was honored with the 2019 Merle B. Karnes Award for Service to the Division for Early Childhood and the 2017 Distinguished Early Career Research Award from the Division for Research of the Council for Exceptional Children.

Methodology
This workshop offers multiple engagement opportunities, including high quality didactic instruction and collaborative learning practices. Participants will have the opportunity to engage in small and large group discussion, self-reflection, and action planning.

Platform
Zoom
A Zoom account is not required if you are strictly joining Zoom Meetings as a participant. An email invite will be emailed to you prior to the live workshop. Before joining a Zoom meeting on a computer or mobile device, you can download the Zoom app from the Download Center. Otherwise, you will be prompted to download and install Zoom when you click a join link.

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Target Audience
Teachers, counselors, administrators, and other school staff that support students ages 2 – 8.

Fees
1 person: SGD400.00 (USD320.00)/person
2 to 4 person: SGD380.00 (USD310.00)/person
5 person & more: SGD360.00 (USD300.00/person)
E-certificate will be issued

Other Details
Duration: 2 days, 6 hours
Closing Date:  21 Apr 2024

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