Implementing Stay-Play-Talk with Children Who Use AAC

Autor/inn/en	Severini, Katherine E.; Ledford, Jennifer R.; Barton, Erin E.; Osborne, Kirsten C.
Titel	Implementing Stay-Play-Talk with Children Who Use AAC
Quelle	In: Topics in Early Childhood Special Education, 38 (2019) 4, S.220-233 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418776091
Schlagwörter	Preschool Children; Disabilities; Down Syndrome; Peer Teaching; Play; Interpersonal Competence; Augmentative and Alternative Communication; Intervention; Social Behavior; Reinforcement; Outcomes of Treatment; Interrater Reliability; Fidelity; Proximity; Peer Relationship; Interpersonal Communication + 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; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Peer group teaching; Peer Group Teaching; Spiel; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Positive Verstärkung; Interrater-Reliabilität; Lebensnähe; Peer-Beziehungen; Interpersonale Kommunikation
Abstract	Withdrawal and multitreatment single subject research designs were used to evaluate the effectiveness of stay-play-talk (SPT) interventions on social behaviors of preschool-aged peers to children with disabilities. Each group included at least one socially competent peer and one child with Down syndrome who used an augmentative and alternative communication (AAC) device as a primary mode of communication. Peers were trained to use SPT strategies during free play sessions, and a modified reinforcement system and modified peer arrangement were introduced for one group. For one group, results indicate a functional relation between the original SPT intervention and increased stay and play behaviors. For the other group, results indicate a functional relation between SPT with modified arrangement and increased stay and play behaviors. Future research is needed to determine effectiveness of SPT interventions for children with disabilities who have more sophisticated functional play skills, as well as utility of creating peer dyads compared with peer triads. (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	2020/1/01