Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

Autor/inn/en	Velez, Marina S.; Barton, Erin E.; Yoder, Paul J.; Wright, John C.
Titel	Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context
Quelle	In: Behavioral Disorders, 46 (2021) 2, S.67-79 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742920911649
Schlagwörter	Prompting; Peer Relationship; Social Behavior; Small Group Instruction; Preschool Children; Interpersonal Competence; Intervention; Play; Observational Learning; Prosocial Behavior + Suchen Sie Ihr Suchwort? Benutzerführung; Peer-Beziehungen; Social behaviour; Soziales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Spiel; Imitationslernen
Abstract	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). (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01