Communication Skill Building in Young Children with and without Disabilities in a Preschool Classroom

Autor/inn/en	Stanton-Chapman, Tina L.; Denning, Christopher B.; Jamison, Kristen Roorbach
Titel	Communication Skill Building in Young Children with and without Disabilities in a Preschool Classroom
Quelle	In: Journal of Special Education, 46 (2012) 2, S.78-93 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910378044
Schlagwörter	Interpersonal Communication; Intervention; Communication Skills; Preschool Children; Interpersonal Competence; Comparative Analysis; Disabilities; Social Development; Peer Relationship; Program Effectiveness; Teacher Attitudes; Behavior Change; Rural Schools; Preschool Language Scale; Child Behavior Checklist; Social Skills Rating System + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Kommunikationsstil; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Handicap; Behinderung; Soziale Entwicklung; Peer-Beziehungen; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	The purpose of the current study was to evaluate the turn-taking skills of children with and without disabilities who participated in a social communication intervention targeting peer-directed initiations and responses. Eight children met the selection criteria for inclusion in the study. A multiple baseline design across participants (dyads) was used to determine the effects of the social communication intervention. All eight participants showed increases of initiations with an immediate peer response. Follow-up assessments showed that the effects were maintained in the return to baseline condition but did not generalize into the classroom setting. Classroom teachers found the intervention procedures and the behavioral changes in participants to be socially valid. Several implications for practice can be derived from the findings of the present study. (Contains 4 tables and 1 figure.) (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	2017/4/10