The Generalization and Maintenance of the Peer Social Behaviors of Young Children Who Are Deaf or Hard of Hearing

Abstract

The purpose of this study was to examine the effects of a social skills and comparison intervention on peer social behaviours of 43 young children who were deaf and hard of hearing (D/HH). Both interventions were conducted in small groups consisting of children who were D/HH and hearing. Data were obtained on 15 social behaviors in four categories: peer interaction, play, child initiations/peer responses, and peer initiations/child responses. Social behaviors were recorded during free play (a) before the intervention, (b) immediately after the intervention ceased, and (c) 4 weeks after the intervention ceased. Children receiving the social skills intervention decreased their frequency of solitary and parallel play. These changes were maintained of year later in an outdoor play setting.

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