NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ972255
Record Type: Journal
Publication Date: 2012-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0022-4669
Communication Skill Building in Young Children with and without Disabilities in a Preschool Classroom
Stanton-Chapman, Tina L.; Denning, Christopher B.; Jamison, Kristen Roorbach
Journal of Special Education, v46 n2 p78-93 Aug 2012
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Preschool Language Scale; Child Behavior Checklist; Social Skills Rating System