Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction

Autor/inn/en	Ledford, Jennifer R.; Wolery, Mark
Titel	Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction
Quelle	In: Exceptional Children, 79 (2013) 4, S.439-458 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Preschool Children; Disabilities; Interpersonal Competence; Peer Groups; Small Group Instruction; Generalization; Intervention; Art Activities; Reinforcement; Observational Learning; Peer Teaching; Interrater Reliability; Cues; Teaching Methods; Inclusion; Preschool Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Interpersonale Kompetenz; Gleichaltrigengruppe; Peer Group; Künstlerische Tätigkeit; Positive Verstärkung; Imitationslernen; Peer group teaching; Peer Group Teaching; Interrater-Reliabilität; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion
Abstract	The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the students with disabilities, typical peers learned to provide reinforcers for correct responses, and to say "thank you" when a group mate shared. The authors assessed the acquisition of sharing and thanking behaviors during instructional sessions by the preschoolers with disabilities and generalization of these social behaviors to contexts similar to classroom activities for all participants. Results were (a) all participants learned targeted academic behaviors; (b) all participants learned some academic behaviors taught to their peers; (c) participants without disabilities modeled sharing with high fidelity but modeled thanking with lower fidelity; (d) all participants with disabilities shared and less frequently said "thank you" during instructional sessions (although they were never prompted to do so); and (e) participants with and without disabilities shared in art and picnic activities and said "thank you" to a lesser extent, although they were not prompted to share or thank in these contexts. (Contains 6 figures and 1 table.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10