Promoting Turn-Taking Skills in Preschool Children with Disabilities: The Effects of a Peer-Based Social Communication Intervention

Autor/inn/en	Stanton-Chapman, Tina L.; Snell, Martha E.
Titel	Promoting Turn-Taking Skills in Preschool Children with Disabilities: The Effects of a Peer-Based Social Communication Intervention
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 3, S.303-319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.11.002
Schlagwörter	Play; Interpersonal Communication; Intervention; Disabilities; Preschool Children; Interpersonal Competence; Communication Skills; Responses; Inclusion; Mainstreaming; Program Effectiveness; Social Development; Generalization; Peer Relationship + Suchen Sie Ihr Suchwort? Spiel; Interpersonale Kommunikation; Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Kommunikationsstil; Inklusion; Soziale Entwicklung; Peer-Beziehungen
Abstract	The current study evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turn-taking skills, and taught children to repair and revise and to avoid interruptions and overlaps. Ten children who enrolled in an inclusive at-risk classroom met the inclusion criteria. A multiple baseline design across two dyads replicated across three additional dyads was used to determine the effects of the intervention. The social communication intervention was highly effective for five children, moderately effective for three children, and mildly effective for two children in increasing the rate of initiations with an immediate peer response from baseline to intervention. The social communication intervention was highly effective for one child, moderately effective for three children, mildly effective for two children, and ineffective for four children in improving turn-taking skills. Generalization results showed that nine out of ten participants demonstrated increased peer play following the intervention, increased levels of child-initiated interactions with a positive peer response, and decreased levels of solitary play. Several implications for practice were derived from the findings. By teaching children turn-taking 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10