A multicomponent intervention to increase peer-directed communication in Head Start children.
The effects of a multicomponent intervention strategy to increase peer-directed social communication in eight Head Start children at risk for poor language and social skill development were examined. The intervention consisted of three components: (a) a planning period, including reading a storybook...
| Publicado en: | Journal of Early Intervention Vol. 30; no. 3; pp. 188 - 213 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jun2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105776677&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105776677 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10538151 0VW jtl: Journal of Early Intervention issn: 10538151 maglogo: N pubinfo: dt: Jun2008 vid: 30 iid: 3 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 105776677 105776677 2009944800 10.1177/1053815108318746 105776677 ppf: 188 ppct: 25 formats: fmt: @attributes: type: P tig: atl: A multicomponent intervention to increase peer-directed communication in Head Start children. aug: au: Stanton-Chapman TL Kaiser AP Vijay P Chapman C affil: Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia, 405 Emmet Street, South Charlottesville, VA 22904-4273; stantonchapman@virginia.edu sug: subj: Communication Skills In Infancy and Childhood Early Childhood Intervention Methods Peer Group Project Head Start Checklists Child, Preschool Descriptive Statistics Early Childhood Intervention Evaluation Female Funding Source Interpersonal Relations Interrater Reliability Male Play and Playthings Storytelling Teachers Teaching Methods Treatment Outcomes Videorecording Vocabulary Human Child, Preschool: 2-5 years Female Male ab: The effects of a multicomponent intervention strategy to increase peer-directed social communication in eight Head Start children at risk for poor language and social skill development were examined. The intervention consisted of three components: (a) a planning period, including reading a storybook that illustrated the play theme and use of the social pragmatic communication strategies, practice using vocabulary to be used in play, and choosing roles for the thematic activity; (b) a 10-min play session in which the interventionist coached children to interact while they played with the thematic related toys; and (c) a brief reporting period in which children reviewed their use of the social pragmatic strategies and specific vocabulary. A multiple-baseline design across dyads with pre- and postgeneralization probes was employed. Children increased their use of peer-directed communication over baseline levels, target vocabulary words, and other social pragmatic skills. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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