Literaturnachweis - Detailanzeige
Autor/inn/en | Vilardo, Brigid A.; DuPaul, George J.; Kern, Lee; Hojnoski, Robin L. |
---|---|
Titel | Cross-Age Peer Coaching: Enhancing the Peer Interactions of Children Exhibiting Symptoms of ADHD |
Quelle | In: Child & Family Behavior Therapy, 35 (2013) 1, S.63-81 (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0731-7107 |
DOI | 10.1080/07317107.2013.761043 |
Schlagwörter | Social Behavior; Attention Deficit Hyperactivity Disorder; Coaching (Performance); Grade 1; Leisure Time; Peer Teaching; Interaction; Program Effectiveness; Symptoms (Individual Disorders); Grade 3; Grade 4; Behavior Modification; Observation; Intervention Rating Profile Social behaviour; Soziales Verhalten; School year 01; 1. Schuljahr; Schuljahr 01; Freizeit; Peer group teaching; Peer Group Teaching; Interaktion; Psychiatrische Symptomatik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Behaviour modification; Verhaltensänderung; Beobachtung |
Abstract | Previous research demonstrates that children with attention-deficit/hyperactivity disorder (ADHD) can experience social difficulties. Therefore, the current study examined the effects of cross-age peer coaching on social behaviors of first graders with significant symptoms of ADHD using a multiple baseline design. Four students who met criteria for ADHD participated, along with four third- or fourth-grade coaches without ADHD. Coaching pairs met each morning to establish a goal for the younger child to meet during free time. Although results were variable, findings suggested that the cross-age coaching program led to decreases in negative social behavior, and was highly acceptable to participants. (Contains 2 figures and 2 tables.) (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 |