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Annotated Bibliographies (EDUC 515)

Step 7: Write the Annotations

7. Write the Annotations

For each item you selected, write down a concise summary of what it contains and how it will inform someone. If appropriate, add evaluative comments telling what is or is not covered, any strengths or weaknesses you notice, and where it might fit into an overview of your topic. Note the author's experience and qualifications in their field, or lack of it. 

Ask yourself these questions to write a 300-500 word annotation:

  1. What is a short summary of the article (a short paragraph)?
    • What is the topic, purpose, and research question of the study?
  2. Why did the authors choose that particular research design? What strengths or weaknesses do you notice?
  3. How valid is the article--its authors' knowledge of the field, the validity of the research?
  4. How does this article contribute to the field? How did it clarify your understanding?
  5. How will this article be useful to your teaching?
  6. What questions did the authors leave unanswered for you?

Sample Annotation

Kenny, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). American Psychological Association. https://doi.org/10.1037/14776-014

            In this chapter, Kenny et al. provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions. 

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy.

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD.