The Effect of Medical/Therapeutic Clowns on the Playfulness of Children with Intellectual Disabilities
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| Title: | The Effect of Medical/Therapeutic Clowns on the Playfulness of Children with Intellectual Disabilities |
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| Language: | English |
| Authors: | Feniger-Schaal, Rinat (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. Jan 2023 36(1):186-195. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Play, Intellectual Disability, Preschool Children, Intervention, Social Development, Emotional Development, Pediatrics, Student Behavior |
| Assessment and Survey Identifiers: | Adaptive Behavior Scale |
| DOI: | 10.1111/jar.13049 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | Background: Play is an essential component of children's development. Children with intellectual disability tend to have poor socioemotional abilities and impaired play. This study examined the effects of a medical/therapeutic clowning play intervention on the playfulness of children with intellectual disability. Method: Two medical clowns facilitated a play intervention in a preschool classroom setting with a total of 52 children with intellectual disability. We compared before and after two groups that received the intervention: group 1 met the medical clowns once a week for 6 months (long-intervention group) and group 2 for 3 months (short intervention group). Children's functioning was assessed using the Vineland Adaptive Behaviour Scales. Children's playfulness was scored using the Test of Playfulness observational assessment. A teachers' focus-group was used to gather additional information on the clowns' work. Results: Children's playfulness increased significantly at the end of the intervention, whereas the improvement in the playfulness scores of group 1 was significantly larger than those of group 2 (t[subscript 50] = -4.82, p < 0.001). The teachers' focus group revealed additional benefits of the medical clowns' work. Conclusion: The results shed light on the play and playfulness of children with intellectual disability and the possible contribution of a clowning play intervention to their development. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1358856 |
| Database: | ERIC |
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| Abstract: | Background: Play is an essential component of children's development. Children with intellectual disability tend to have poor socioemotional abilities and impaired play. This study examined the effects of a medical/therapeutic clowning play intervention on the playfulness of children with intellectual disability. Method: Two medical clowns facilitated a play intervention in a preschool classroom setting with a total of 52 children with intellectual disability. We compared before and after two groups that received the intervention: group 1 met the medical clowns once a week for 6 months (long-intervention group) and group 2 for 3 months (short intervention group). Children's functioning was assessed using the Vineland Adaptive Behaviour Scales. Children's playfulness was scored using the Test of Playfulness observational assessment. A teachers' focus-group was used to gather additional information on the clowns' work. Results: Children's playfulness increased significantly at the end of the intervention, whereas the improvement in the playfulness scores of group 1 was significantly larger than those of group 2 (t[subscript 50] = -4.82, p < 0.001). The teachers' focus group revealed additional benefits of the medical clowns' work. Conclusion: The results shed light on the play and playfulness of children with intellectual disability and the possible contribution of a clowning play intervention to their development. |
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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.13049 |
