Peer-Mediated Play Interventions

2021 ◽  
pp. 176-184
Author(s):  
Laura A. Nabors
Keyword(s):  
Young Children ◽  
Social Play ◽  
Social Behaviors ◽  
Excellent Opportunity ◽  
Appropriate Social Behaviors ◽  
Positive Play

Play provides an excellent opportunity for young children to practice appropriate social behaviors and develop friendships. This chapter discusses examples of interventions that directly teach peers how to interact appropriately in play situations. Students can be utilized as powerful intervention agents in prompting, initiating, and reinforcing social play. Recommendations for implementing peer-mediated play interventions are included. This chapter also includes considerations of diversity and equity in the use of students to promote positive play in their peers.

scholarly journals Social interaction with an alcohol-intoxicated or cocaine-injected peer selectively alters social behaviors and drinking in adolescent male and female rats

2019 ◽  
Author(s):  
Danielle M. Gamble ◽  
Chloe C. Josefson ◽  
Mary K. Hennessey ◽  
Ashley M. Davis ◽  
Renee C. Waters ◽  
...  
Keyword(s):  
Social Interaction ◽  
Alcohol Drinking ◽  
Social Play ◽  
Social Behaviors ◽  
Ethanol Intake ◽  
Female Rats ◽  
Adolescent Male ◽  
Saccharin Consumption ◽  
Male And Female ◽  
Male And Female Rats

AbstractBackgroundDrinking alcohol is facilitated by social interactions with peers, especially during adolescence. The importance of peer social influences during adolescence on alcohol and substance use have recently received more attention. We have shown that social interaction with an alcohol-intoxicated peer influences adolescent alcohol drinking differently in male and female rats using the demonstrator-observer paradigm. The present set of experiments analyzed the social interaction session to determine behaviors that influence alcohol drinking in adolescent male and female rats.MethodsSpecifically, in experiment one we determined which behaviors were altered during social interaction with an alcohol-intoxicated demonstrator and assessed changes in ethanol intake in adolescent observers. Experiment two examined changes in voluntary saccharin consumption to determine if social interaction with an alcohol-intoxicated demonstrator altered consumption of a palatable solution. In experiment three, we administered a low (5 mg/kg) or high (20 mg/kg) dose of cocaine to the demonstrator and assessed changes in the adolescent observers to determine if social interaction with a ‘drugged’ peer altered social behaviors and voluntary ethanol intake.ResultsWe showed that social interaction with an alcohol-intoxicated demonstrator (1) decreased social play and increased social investigation and social contact in adolescent male and female observers, (2) did not alter non-social behaviors, (3) did not alter saccharin consumption and (4) increased voluntary ethanol intake in adolescent female but not male observers. When the peer was injected with cocaine (1) social play was dose-dependently decreased, (2) there were no changes in other social or non-social behaviors, and (3) voluntary ethanol intake in adolescent male and female observers was unaffected.ConclusionsThe present results are consistent and extend our previous work showing that social interaction with an alcohol-intoxicated peer selectively alters social behaviors and alcohol-drinking in adolescent rats. Females appear to be more sensitive to elevating effects of social interaction on voluntary ethanol consumption.

The Generalization and Maintenance of the Peer Social Behaviors of Young Children Who Are Deaf or Hard of Hearing

1997 ◽  
Vol 28 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Shirin D. Antia ◽  
Kathryn H. Kreimeyer
Keyword(s):  
Social Skills ◽  
Young Children ◽  
Small Groups ◽  
Hard Of Hearing ◽  
Social Behaviors ◽  
Free Play ◽  
Social Skills Intervention ◽  
The Social ◽  
Parallel Play ◽  
Peer Responses

The purpose of this study was to examine the effects of a social skills and comparison intervention on peer social behaviours of 43 young children who were deaf and hard of hearing (D/HH). Both interventions were conducted in small groups consisting of children who were D/HH and hearing. Data were obtained on 15 social behaviors in four categories: peer interaction, play, child initiations/peer responses, and peer initiations/child responses. Social behaviors were recorded during free play (a) before the intervention, (b) immediately after the intervention ceased, and (c) 4 weeks after the intervention ceased. Children receiving the social skills intervention decreased their frequency of solitary and parallel play. These changes were maintained of year later in an outdoor play setting.

scholarly journals PRESS-Play: Musical Engagement as a Motivating Platform for Social Interaction and Social Play in Young Children with ASD

2020 ◽  
Vol 3 ◽  
pp. 205920432093308 ◽  
Author(s):  
Miriam D. Lense ◽  
Stephen Camarata
Keyword(s):  
Young Children ◽  
Social Engagement ◽  
Social Play ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Developmental Approach ◽  
Children With Asd ◽  
The Press ◽  
Musical Engagement ◽  
Musical Activities

Musical experiences are ubiquitous in early childhood. Beyond potential benefits of musical activities for young children with typical development, there has long been interest in harnessing music for therapeutic purposes for individuals with autism spectrum disorder (ASD). However, there is debate as to the effectiveness of these approaches and thus a need to identify mechanisms of change (or active ingredients) by which musical experiences may impact social development in young children with ASD. In this review, we introduce the PRESS-Play framework, which conceptualizes musical activities for young children with ASD within an applied behavior analysis framework consistent with the principles of naturalistic developmental behavioral interventions. Specifically, the PRESS-Play framework proposes that musical activities support key elements of evidence-based approaches for social engagement including predictability, reinforcement, emotion regulation, shared attention, and social play context, providing a platform for delivery and receipt of social and behavioral instruction via a transactional, developmental approach. PRESS-Play considers that these factors may impact not only the child with ASD but also their interaction partner, such as a parent or peer, creating contexts conducive for validated social engagement and interaction. These principles point to focused theories of change within a clinical-translational framework in order to experimentally test components of social-musical engagement and conduct rigorous, evidence-based intervention studies.

Increasing Social Behaviors in Young Children with Social-Communication Delays in a Group Arrangement in Preschool

2017 ◽  
Vol 40 (2) ◽  
pp. 115-144 ◽  
Author(s):  
Justin D. Lane ◽  
David L. Gast ◽  
Jennifer R. Ledford ◽  
Collin Shepley
Keyword(s):  
Young Children ◽  
Social Communication ◽  
Social Behaviors ◽  
Communication Delays

Structural and Affective Dimensions of Play Development in Young Children with Down Syndrome

1989 ◽  
Vol 12 (2) ◽  
pp. 257-277 ◽  
Author(s):  
Marjorie Beeghly ◽  
Bedonna Weiss Perry ◽  
Dante Cicchetti
Keyword(s):  
Down Syndrome ◽  
Young Children ◽  
Cognitive Functioning ◽  
Social Play ◽  
Developmental Approach ◽  
Children With Down Syndrome ◽  
Play Behaviour ◽  
Age Related ◽  
Affective Dimensions ◽  
Play Development

A comparative developmental approach was undertaken to study the play development of young children with Down syndrome and non-handicapped children during the transition from sensorimotor to representational functioning. Age-related trends in the structure of object and social play development as well as interrelationships among play maturity, cognitive functioning, and affective-social dimensions of play behaviour were considered. Although children with Down syndrome were significantly delayed in the maturity of their object and social play when compared to normal agemates, the quantity and complexity of play behaviour did not differ significantly from that of cognitively comparable non-retarded children. For both groups of children, similar developmental trends in play development were observed. Simple manipulative object play declined linearly in prevalence, whereas decontextualised symbolic play and structured social turntaking games showed a reverse trend. Despite significant differences in certain aspects of social play and interactive behaviour between groups, similar patterns of correlations among children's overall cognitive functioning and their play maturity, affective dimensions of play (quality of exploration, play engagement, positive affect), and social interactive behaviours (e.g. initiating) were observed in all children. Results attest to the coherence of play development and the organisation of symbolic behaviour during early childhood for children with Down syndrome. Implications for the use of play as a potential tool for intervention and assessment are discussed.

Effects of Holding Students Accountable for Social Behaviors during Volleyball Games in Elementary Physical Education

1998 ◽  
Vol 17 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Craig A. Patrick ◽  
Phillip Ward ◽  
Darrell W. Crouch
Keyword(s):  
Physical Education ◽  
Unit Activity ◽  
Social Behaviors ◽  
Multiple Baseline ◽  
Good Behavior Game ◽  
Baseline Design ◽  
Public Posting ◽  
Elementary Physical Education ◽  
Task Systems ◽  
Appropriate Social Behaviors

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.

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