Sociodramatic Play as a Method for Enhancing the Language Performance of Kindergarten Age Students

A 35-day applied behavior analysis involving a repeated measure multiple-baseline design across subjects was employed to determine if there was a functional relationship between enriched sociodramatic play and three kindergarten children's language performance. The strategy of the design was to apply the same treatment in sequence across matched subjects exposed to identical environmental conditions. Subjects were selected by matching age, intelligence quotient, ethnic background, and economic status. Six additional children served as playmates for baseline and treatment activities. In the baseline condition, subjects were observed while involved in unstructured play. In the treatment condition, sociodramatic play was enriched through (1) theme-related activities; (2) increased time, space, and props; or (3) facilitation of play. A total of 48 15-minute samples of the three subjects' language during play were audiotaped. Audiotapes were analyzed for vocabulary words specific to the defined theme of play; thought unit length and development (in T-units); total words; words specifying concepts of color, shape, number, quantity, space, and time; and language functions. Findings indicated that a functional relationship exists between sociodramatic play and language performance. (RH)