Play preference and play performance in normal preschool boys and preschool boys with sensory integrative dysfunction
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Abstract
The purpose of this study was to: (a) examine whether or not the play preference (PPMPI) and/or play performance (PPS) of preschool-aged boys diagnosed as having sensory integrative dysfunction are significantly different from those of normal preschool-aged boys and (b) examine the relationship between play preference and play performance in the two groups. In this investigation, two different types of play deficits were defined based on whether or not children had altered their play preferences to match their skill levels; both definitions included the presence of decreased play skills.
Sixty-six preschool boys (35 normal; 31 with Sl dysfunction) were administered the Preschool Play Scale and Preschool Play Materials Preference Inventory. Data were analyzed descriptively. The results demonstrated that: (a) normal preschool-aged boys and preschool-aged boys with Sl dysfunction did not differ with regard to play preference; (b) preschool boys with Sl dysfunction scored significantly lower on 3 of the 4 dimensions of the Preschool Play Scale (which measured play performance); and (c) there was little relationship between play preference and performance for either group. Further, none of the scores of the normal preschoolers fell into the category of decreased skill yet increased preference, whereas 9 percent of the scores of the boys diagnosed as having Sl dysfunction were associated with this type of play deficit. A greater percentage of scores (22 percent) of boys diagnosed as having Sl dysfunction fell into the category of decreased preference for and decreased performance in play; only 4 percent of the scores of the normal boys fell into this category. Clinical implications and recommendations for further study of play deficits and play preference are discussed.
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Thesis (M.S.)--Boston University
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