Literaturnachweis - Detailanzeige
Autor/inn/en | Milam, Molly E.; Hemmeter, Mary Louise; Barton, Erin E. |
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Titel | The Effects of Systematic Instruction on Preschoolers' Use of Stay-Play-Talk with Their Peers with Social Delays |
Quelle | In: Journal of Early Intervention, 43 (2021) 1, S.80-96 (17 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Milam, Molly E.) ORCID (Barton, Erin E.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8151 |
DOI | 10.1177/1053815119900253 |
Schlagwörter | Teaching Methods; Preschool Children; Intervention; Play; Social Isolation; Peer Relationship; Correlation; Cues; Visual Aids; Generalization; Teacher Attitudes; Preschool Teachers; Interpersonal Competence; Communication Skills; Validity; Child Care Centers; Training Methods Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Soziale Isolation; Peer-Beziehungen; Korrelation; Stichwort; Anschauungsmaterial; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Interpersonale Kompetenz; Kommunikationsstil; Gültigkeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Didaktik; Trainingsmaßnahme |
Abstract | Using a multiple probe design across peer buddy-target child dyads, we evaluated the effects of an intervention package (i.e., brief training, system of least prompts, visual supports) on peer buddies' use of stay-play-talk (SPT) with their classmates who were socially isolated (target children). All six peer buddies increased their use of SPT after the intervention package was introduced. Peer buddies also maintained SPT strategy use when adult supports were faded but did not generalize implementation of SPT strategies to other settings. We also examined the relation between peer buddy use of SPT and the duration of social play for target children. The social engagement of all three target children increased after intervention commenced with peer buddies. Target children increased, maintained, and generalized their duration of social play across settings. Teachers reported the SPT strategies were feasible and perceived socially significant increases in the social engagement of the target children. (As Provided). |
Anmerkungen | SAGE Publications. 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 |