Effects of a Shared Teacher-Child Play Intervention on the Play Skills of Three Young Children Who Are Blind

This article describes a study of the effects of a shared teacher-child play intervention to increase the amount and type of targeted play behavior of three young children who are blind. The investigator used nondirective strategies, such as following the child’s lead to make indirect suggestions of ideas for play, modeling of appropriate play activities, and participation as a play partner. The play behavior of all three children improved with implementation of the intervention.