The Effects of a Buddy Skills Package on Preschool Children's Social Interactions and Play

Autor/inn/en	Hughett, Kristy; Kohler, Frank W.; Raschke, Donna
Titel	The Effects of a Buddy Skills Package on Preschool Children's Social Interactions and Play
Quelle	In: Topics in Early Childhood Special Education, 32 (2013) 4, S.246-254 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121411424927
Schlagwörter	Developmental Delays; Feedback (Response); Play; Preschool Children; Dramatic Play; Peer Relationship; Skill Development; Social Development; Interpersonal Relationship; Pictorial Stimuli; Positive Reinforcement; Cooperation; At Risk Students + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dramatisches Mittel; Theaterstück; Peer-Beziehungen; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fantasieanregung; Co-operation; Kooperation
Abstract	The purpose of this study was to examine the impact of a buddy skills package on the social and play interactions between three preschoolers with developmental delays and their peers. Each child participated in sociodramatic play activities with two peers who exhibited age-appropriate social and play skills. Following baseline, the children participated in three sessions of training on the strategies of stay, play, and talk with your friends. The intervention consisting of teacher feedback, praise, and picture cards was then used to support children's social interactions and play. A multiple baseline design indicated that the package was effective for increasing children's cooperative play in the exchange of activity-related comments. In addition, each playgroup continued to demonstrate these positive outcomes during a maintenance condition. (Contains 2 tables and 1 figure.) (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	2017/4/10