Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

Autor/inn/en	Ledford, Jennifer R.; Pustejovsky, James E.
Titel	Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 1, S.65-77 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ledford, Jennifer R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720983521
Schlagwörter	Teaching Methods; Preschool Children; Intervention; Play; Peer Relationship; Preschool Teachers; Communication Skills; Literature Reviews; Developmental Disabilities; Predictor Variables; Social Behavior; Social Isolation; Instructional Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Peer-Beziehungen; Erzieher; Erzieherin; Kindergärtnerin; Kommunikationsstil; Entwicklungsstörung; Prädiktor; Social behaviour; Soziales Verhalten; Soziale Isolation; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time). (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01