A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities

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Autor/in	Kucskar, Maryssa
Titel	A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities
Quelle	(2017), (248 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Nevada, Las Vegas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3553-1170-9
Schlagwörter	Hochschulschrift; Dissertation; Young Children; Developmental Disabilities; Interpersonal Relationship; Comparative Analysis; Modeling (Psychology); Video Technology; Behavior Modification; Peer Teaching; Play; Intervention; Outcomes of Treatment; Inclusion; Autism; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühe Kindheit; Entwicklungsstörung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Modeling; Modelling; Modellierung; Behaviour modification; Verhaltensänderung; Peer group teaching; Peer Group Teaching; Spiel; Inklusion; Autismus
Abstract	Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school day. Providing opportunities for positive social interactions, engagement, and play within a classroom setting allows children to make friendships, engage in higher levels of play, participate with peers in multiple social contexts, and lead to overall school success. The purpose of this study was to answer two research questions. The first question examined the relative effects of Video Modeling Other and Peer-Implemented Pivotal Response Training (VMO-PIPRT) when compared to Video Modeling Other alone (VMO) at increasing the number of social play actions in young children with DD in an inclusive setting. Secondly, the study investigated whether the positive effects of the best treatment generalized to the playground for each participant. An alternating treatments design was used to examine the relative effects of the comparison between the two interventions, VMO-PIPRT versus VMO alone. The VMO and VMO-PIPRT treatments were implemented in an inclusive classroom during child-directed learning centers. Data were collected daily during child-directed learning centers and on the playground. Five young children with DD were selected as research participants in the study and ten peer participants were trained on the PIPRT strategies implemented in the VMO-PIPRT treatment. Results of the study were variable between the two treatments and the participants. Visual analysis of the data suggests VMO-PIPRT was more effective for one participant with DD and the relative effect of VMO-PIPRT generalized to the playground. VMO-PIPRT was found to be minimally effective for a second participant with Autism. VMO alone was more effective for a third participant with DD and minimally effective for a fourth participant with Autism. There was no significant effect on the fifth participant with Autism. Generalization of the relative effects to the playground did not occur for the remaining four participants; however, there were increased levels of social play actions, or positive social interactions, when phases of treatment were compared. Further analysis of initiations suggests the research participants engaged in higher levels of initiations in the classroom and on the playground compared to reciprocal social play actions. [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	2020/1/01