The Effects of Peer-Mediated Intervention in Promoting Social Skills for Children with Disabilities

Autor/in	Harris, Kathleen I.
Titel	The Effects of Peer-Mediated Intervention in Promoting Social Skills for Children with Disabilities
Quelle	(2010), (186 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-6472-4
Schlagwörter	Hochschulschrift; Dissertation; Preschool Children; Feedback (Response); Social Behavior; Program Effectiveness; Play; Intervention; Disabilities; Predictor Variables; Interpersonal Competence; Social Development; Peer Influence; Peer Relationship; Story Telling; Inclusion; Mainstreaming + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten; Spiel; Handicap; Behinderung; Prädiktor; Interpersonale Kompetenz; Soziale Entwicklung; Peer-Beziehungen; Inklusion
Abstract	Peer-mediated intervention (PMI), a strategy those working in preschool inclusive environments can use, creates opportunities for peers to assume instructional roles to promote positive social behaviors for children with disabilities. The purpose of the study was threefold: first, to examine peer mediators' use of PMI during baseline and intervention; second, to examine the effects of PMI in increasing positive social behaviors and decreasing negative social behaviors of the target children; and third, to examine whether the social skills for target children improved from baseline to intervention following implementation of PMI. A multiple baseline design across participants was used to examine the effectiveness of PMI with three target children. Six children served as peer mediators and were responsible for implementing PMI strategies. Dependent variables were identified measuring child attributes essential to the social area of development (i.e., positive social behaviors) and those that were not desired or considered socially acceptable (i.e., negative social behaviors). Turn taking was selected as the essential positive social behavior for all child participants. Teacher participants trained peer mediators to administer the independent variable, peer-mediated intervention, specifically peer prompting, peer initiating, and/or giving feedback with the support of a social story during free play. Overall, results of the study indicate peer mediators implemented PMI successfully and with fidelity and little training. Target children increased positive social behaviors and decreased negative social behaviors from baseline to intervention. In addition, target children stayed the same or increased their social skills from baseline (pre) to intervention (post). Findings contribute to the literature regarding the effectiveness of PMI as an evidence-based practice for increasing positive social behaviors and decreasing negative social behaviors in the social area of development for young children in preschool inclusive settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10