ERIC Number: ED352792
Record Type: Non-Journal
Publication Date: 1992-Dec
Reference Count: N/A
Using Progressive Time Delay in Arts/Crafts Activities To Teach Peer Imitation to Preschoolers with Disabilities.
Venn, Martha L.; Wolery, Mark
This study evaluated the effectiveness of progressive time delay in teaching three male preschoolers with disabilities to imitate their peers during arts and crafts activities. The subjects were enrolled in a half-day, mainstreamed program designed for children with autism. Teacher-delivered peer-mediated trials were embedded into a daily arts and crafts activity conducted with small groups consisting of no more than three typical peers and one child with disabilities. Results indicated that the progressive time delay procedure produced high levels of peer imitation to the novel responses of their peers in a nearly errorless fashion. Generalization data indicate that increases in unprompted full imitations and decreases in errors and no responses occurred for all subjects. (Contains 10 references.) (JDD)
Descriptors: Art Activities, Autism, Disabilities, Generalization, Imitation, Instructional Effectiveness, Mainstreaming, Males, Mediation Theory, Peer Influence, Peer Teaching, Preschool Children, Preschool Education, Prompting, Role Models, Small Group Instruction, Teaching Methods, Time Factors (Learning)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children with Disabilities.
Authoring Institution: N/A