Using Dyad-Specific Social Stories to Increase Communicative and Social Skills of Preschoolers with Hearing Loss in Self-Contained and Inclusive Settings

Autor/inn/en	Raver, Sharon A.; Bobzien, Jonna; Richels, Corrin; Hester, Peggy; Anthony, Nicole
Titel	Using Dyad-Specific Social Stories to Increase Communicative and Social Skills of Preschoolers with Hearing Loss in Self-Contained and Inclusive Settings
Quelle	In: International Journal of Inclusive Education, 18 (2014) 1, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.756543
Schlagwörter	Hearing Impairments; Communication Skills; Interpersonal Competence; Preschool Children; Deafness; Inclusion; Self Contained Classrooms; Intervention; Oral Communication Method; Assistive Technology; Verbal Communication; Play; Peer Relationship; Story Reading; Prompting; Reinforcement; Observation; Peabody Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Kommunikationsstil; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gehörlosigkeit; Taubstummheit; Inklusion; Oral communication; Mündliche Kommunikation; Spiel; Peer-Beziehungen; Benutzerführung; Positive Verstärkung; Beobachtung
Abstract	Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) and an inclusive regular preschool. A social story with a verbal prompt was provided before play (Intervention 1), and a social story with a teacher prompt and verbal prompting and reinforcement during play were provided (Intervention 2). A single-subject design revealed that in the inclusive settings, three of the four participants increased verbal comments and play turns in Interventions 1 and 2, although some changes were slight. In the oral preschool classroom, two showed improvements in target behaviours with both interventions. Generalisation of skills occurred in two participants. Additionally, all participants generalised some vocabulary from their social story to play. Implications for teaching young children with hearing loss who are oral in inclusive classrooms are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10