Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context.
We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-pr...
| Publicado en: | Behavioral Disorders Vol. 46; no. 2; pp. 67 - 80 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2021
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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=147989377&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 147989377 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Feb2021 vid: 46 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 147989377 146267993 147989377 147989377 10.1177/0198742920911649 147989377 ppf: 67 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context. aug: au: Velez, Marina S. Barton, Erin E. Yoder, Paul J. Wright, John C. affil: Vanderbilt University, Nashville, TN, USA sug: subj: Social Behavior Evaluation Social Skills Training In Infancy and Childhood Teaching Methods Peer Group Outcomes of Education Human Child, Preschool Random Assignment Case Studies Functional Assessment Interpersonal Relations Observational Methods Learning Methods Child, Preschool: 2-5 years ab: We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help). pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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