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ERIC Number: ED395715
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Promoting Generalized Social Interactions Using Sociodramatic Scripts in an Integrated Preschool Setting.
Gronna, Sarah S.; And Others
Many children with and without disabilities fail to develop the requisite social skills necessary to obtain a level of social competence that facilitates positive peer interactions and relationships. This study was designed to test a combination of training and generalization techniques to promote independent social interactions for children with severe visual impairment. Methods used were sociodramatic script training using puppets, social skills training, systematic instruction, and the generalization techniques of naturally occurring contingencies and multiple exemplars. The subjects included a 30-month-old girl with severe esotropia and four of her classmates without disabilities. All of the subjects were enrolled in an integrated preschool. Results demonstrated that the visually impaired child learned the target behaviors and generalized their use to free-play activities with her peers. The study supports the use of puppet script training using sociodramatic scripts to teach social skills to young children with visual impairments and suggests that script training sessions immediately followed by free play activities with group participants promotes the generalization of taught social skills without teacher prompting in the generalized setting. In addition, teaching sociodramatic scripts related to actual social skills such as greetings, respondings and conversations probably facilitated generalization since the skills taught in the scripts were more applicable to the natural environment. Further studies should incorporate additional students and group participants for puppet script training and expand data collection to all subjects. Contains 17 references. (MOK)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A