Articlebronze1986

PEER INTERVENTION EFFECTS ON COMMUNICATIVE INTERACTION AMONG HANDICAPPED AND NONHANDICAPPED PRESCHOOLERS

115 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Language Development and Disorders Assistive Technology in Communication and Mobility

Abstract

A peer-mediated intervention designed to promote communicative interaction on the part of three language-delayed children was evaluated. Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.

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References

1960A Coefficient of Agreement for Nominal Scales 1977AN IMPLICIT TECHNOLOGY OF GENERALIZATION 1 1977CONSIDERATIONS IN THE CHOICE OF INTEROBSERVER RELIABILITY ESTIMATES 1972Manual for the McCarthy scales of children's abilities 1977EFFECTS OF PEER SOCIAL INITIATIONS ON THE BEHAVIOR OF WITHDRAWN PRESCHOOL CHILDREN 1985INCREASING HANDICAPPED PRESCHOOLERS' PEER SOCIAL INTERACTIONS: CROSS‐SETTING AND COMPONENT ANALYSIS 1984Peer-mediated approaches to promoting children’s social interaction: A review.1977An experimental analysis of peer social initiations on the behavior of withdrawn preschool children: Some training and generalization effects

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1992EFFECTS OF SELF‐EVALUATION ON PRESCHOOL CHILDREN'S USE OF SOCIAL INTERACTION STRATEGIES WITH THEIR CLASSMATES WITH AUTISM 1992FADING TEACHER PROMPTS PROM PEER‐INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES 1988Acquisition of Conversation Skills and the Reduction of Inappropriate Social Interaction Behaviors 1991Reducing Teacher Prompts in Peer-Mediated Interventions for Young Children with Autism 1997

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