A Strategy to Increase the Social Interactions of 3-Year-Old Children with Disabilities in an Inclusive Classroom

Autor/inn/en	Stanton-Chapman, Tina L.; Brown, Tiara S.
Titel	A Strategy to Increase the Social Interactions of 3-Year-Old Children with Disabilities in an Inclusive Classroom
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 1, S.4-14 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414554210
Schlagwörter	Play; Disabilities; Interpersonal Communication; Interpersonal Competence; Child Behavior; Responses; Proximity; Inclusion; Intervention; Peer Relationship; Program Effectiveness; Teacher Attitudes; Preschool Education; Developmental Delays; Language Impairments; Check Lists; Rural Schools; Observation; Coding; Video Technology; Questionnaires; Pretests Posttests; Preschool Language Scale; Child Behavior Checklist; Social Skills Rating System + Suchen Sie Ihr Suchwort? Spiel; Handicap; Behinderung; Interpersonale Kommunikation; Interpersonale Kompetenz; Lebensnähe; Inklusion; Peer-Beziehungen; Lehrerverhalten; Pre-school education; Vorschulerziehung; Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Checkliste; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beobachtung; Codierung; Programmierung; Fragebogen
Abstract	The current study evaluated the play behaviors of children with disabilities (e.g., developmental delays, specific language impairment) who participated in a social communication intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking. Three children who were enrolled in an inclusive classroom met the inclusion criteria. A multiple baseline design was used to determine the effects of the intervention. The social communication intervention was highly effective for all children in increasing the rate of parallel play behaviors. Several implications for practice were derived from the findings. By teaching children social communication strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01