{"title":"Analyzing Success Factors of Canadian Play-Based Intervention Programs for Children with Different Abilities: A Comparative Evaluation","authors":"Shuaa A. Mutawally, Budor H. Saigh, Ebtehal A. Mutawally","volume":215,"journal":"International Journal of Psychological and Behavioral Sciences","pagesStart":652,"pagesEnd":661,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10013899","abstract":"<p>This study aims to analyze and compare the success factors of play-based intervention programs for children with different abilities in Canada. Children with disabilities often face limited participation in play and physical activities, leading to increased health risks. Understanding the specific features of these interventions that contribute to positive outcomes is crucial to promoting holistic development in these children. A comparative case study approach was used, selecting three similar successful intervention programs through purposive sampling. Data were collected through interviews and program documents, with 40 participants purposively chosen. Thematic analysis was conducted to identify key themes, including Quality Program, Meeting the Needs of Participants, and Lessons Learned from Experts and Practitioners. These programs play a vital role in addressing the gap in community programming for children with different abilities. The results of this study contribute to the generalization of success factors derived from best practices in play-based intervention programs for children with different abilities.<\/p>","references":"[1]\tHughes, F. 2003 \u201cSpontaneous play in the 21st century\u201d. In O. Saracho& B. Spodek Eds., Contemporary perspectives on play in early childhood education pp. 21\u201340. Greenwich, CT: Information Age Publishing.\r\n[2]\tCraig-Unkefer, L. A., & Kaiser, A. P. 2002 Improving the social communication skills of at-risk preschool children in a play context. 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