Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

1993 ◽  
Vol 60 (3) ◽  
pp. 226-236 ◽  
Author(s):  
Samuel L. Odom ◽  
Scott R. McConnell ◽  
Lynette K. Chandler
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Children With Disabilities ◽  
Teacher Ratings ◽  
Intervention Strategies ◽  
Instructional Materials ◽  
The Social ◽  
Young Children With Disabilities ◽  
Social Interaction Skills ◽  
Interaction Skills

The purpose of this study was to assess teachers' judgments of the acceptability, feasibility, and current use of child specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. One hundred thirty-one teachers from five geographical areas participated in this study. Using the Social Interaction Program Features Questionnaire, these teachers reported that a high percentage of their students needed to acquire peer social interaction skills and that there was a moderate to great need for curricular or instructional materials. The overall mean ratings for the three types of intervention strategies were generally positive and did not differ significantly, suggesting that teachers found all three types of interventions acceptable and feasible. However, the range of item ratings for specific techniques within the broader classes of interventions suggested that certain procedures were relatively more or less acceptable and feasible than others. Barriers to implementing the program included limited teacher time, resources available to teachers (i.e., space, staff, materials), and access to peers without disabilities. Teacher ratings of feasibility were related more closely to current use of procedures than were ratings of acceptability.

Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Developmental Disabilities

1995 ◽  
Vol 20 (4) ◽  
pp. 30-33 ◽  
Author(s):  
Clarissa A. Leister ◽  
Mary Langenbrunner ◽  
David Walker
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Developmental Disabilities ◽  
Young Children ◽  
Children With Disabilities ◽  
Skills Training ◽  
Daily Routine ◽  
Social Interaction Skills ◽  
Preschool Setting ◽  
Interaction Skills

While the trend in best practice issues for young children with disabilities is to place children with their typically developing peers (Leister, Koonce, Nesbit, 1993), it is also known that just placing children with disabilities in the vicinity of their peers does not guarantee interaction (Vaughn, 1985). A young child with developmental disabilities who is placed in a regular preschool setting needs multiple opportunities to learn social interaction skills. Since play is an important part of the daily routine within the preschool setting, it can be used as an opportunity to teach social skills. By incorporating social skills training into play activities, children with disabilities have the opportunity to learn skills such as: turn-taking, perspective-taking, self-help skills, establishing friendships, and learning the basic rules for getting along with others (Cook, Tessier & Klein, 1992; Gottman, 1983).

Social interaction skills and theory of mind in young children.

1999 ◽  
Vol 35 (2) ◽  
pp. 386-391 ◽  
Author(s):  
Anne C. Watson ◽  
Charisse Linkie Nixon ◽  
Amy Wilson ◽  
Laura Capage
Keyword(s):  
Social Interaction ◽  
Theory Of Mind ◽  
Young Children ◽  
Social Interaction Skills ◽  
Interaction Skills

Programmes for the Formation of Elementary Social Interaction Skills in Young Children with Special Needs

2020 ◽  
pp. 82-88
Author(s):  
Anastasia Sass ◽  
Mariya Savitskaya
Keyword(s):  
Social Interaction ◽  
Young Children ◽  
Special Needs ◽  
Educational Institutions ◽  
Children With Special Needs ◽  
The Family ◽  
The Republic ◽  
Social Interaction Skills ◽  
Interaction Skills

Nowadays, in the Republic of Belarus conditions that allow every child with special needs to integrate into society are created. The solution of this problem is directly related to the implementation of the socialising function of the family and educational institutions. We have analysed the existing programmes for providing early comprehensive assistance to children with special needs and summarised the material on the problem of forming elementary skills of social interaction in young children based on the analysis of national and foreign programmes.

scholarly journals Efek Pendidikan Anak Usia Dini (PAUD) Bagi Kemampuan Interaksi Sosial Anak

2020 ◽  
Vol 11 (4) ◽  
pp. 431
Author(s):  
Tri Sakti Widyaningsih ◽  
Tamrin Tamrin
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Childhood Education ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Background: Given the importance of early childhood education in child growth and development, the role of child caregivers in the school area community needs to conduct research on how management provides good stimulation when children enter pre-school age by providing an overview of the effectiveness of early childhood education (PAUD) on interaction ability Children Social at RA Islamic Tunas Bangsa 4 Semarang City. Methods: This study aims to determine the effectiveness of Early Childhood Education (PAUD) on the Social Interaction Ability of Children in RA Islamic Tunas Bangsa 4 Semarang City. The type of research used was quantitative with non-experimental used a cross-sectional design where the researcher seeks to analyze the effectiveness of children's social interaction skills assessed through the snake and ladder game intervention between groups of children who have attended PAUD and children who do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City by involving all children who fall into the criteria, according to the needs of the researcher. The population in this study were 57 children at kindergarten (TK A) in RA Islamic Tunas Bangsa 4 Semarang City. The sample in this study were members of the population who met the inclusion and exclusion criteria of the study sample, as many as 36 children. Results: The study used the Chi Square analysis test and statistically the p value was 0.001 (<0.05). Conclusion: The conclusion in this study is that H0 is rejected Ha is accepted, there are differences in the social interaction of children who attend PAUD and do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City. Suggestion: So that teachers can be creative in using game tools that function to develop the social interaction skills of students in RA Islamic Tunas Bangsa 4 Semarang City. Keywords: social interaction skills; early childhood education ABSTRAK Latar Belakang: Mengingat pentingnya pendidikan Usia Dini dalam pertumbuhan dan perkembangan anak, maka peran perawat anak di komunitas area sekolah perlu melakukan penelitian bagaimana cara manajemen memberikan stimulasi yang baik ketika anak memasuki usia pra sekolah dengan memberikan gambaran tentang Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Metode: Penelitian ini bertujuan mengetahui Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Jenis penelitian yang digunakan adalah kuantitatif dengan metode non eksperimental (observasional) dengan menggunakan rancangan cross sectional dimana peneliti berupaya untuk menganalisis efektifitas kemampuan interaksi sosial anak yang dinilai melalui intervensi permainan ular tangga antara kelompok anak yang sudah pernah mengikuti PAUD dan anak yang tidak mengikuti PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang dengan cara melibatkan semua anak yang masuk dalam kriteria, sesuai kebutuhan peneliti. Populasi dalam penelitian ini adalah anak yang duduk pada usia taman kanak-kanak (TK A) di RA Islamic Tunas Bangsa 4 Kota Semarang sejumlah 57 anak. Sampel dalam penelitian ini adalah anggota populasi yang memenuhi kriteria inklusi dan ekslusi sampel penelitian, sebanyak 36 anak. Hasil: Penelitian menggunakan uji analisis Chi Square dan secara statistik didapatkan nilai p-value = 0,001 (<0,05). Kesimpulan :Kesimpulan dalam penelitian ini adalah H0 ditolak Ha diterima, ada perbedaan interaksi sosial anak yang mengikuti PAUD dan tidak mengikut PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang. Saran: Agar guru dapat berkreasi dalam menggunakan alat permainan yang berfungsi untuk mengembangkan kemampuan interaksi sosial peserta didik di RA Islamic Tunas Bangsa 4 Kota Semarang. Kata Kunci: kemampuan interaksi sosial; pendidikan anak usia dini

scholarly journals Virtual Voice Assistant Applications Improved Expressive Verbal Abilities and Social Interactions in Children with Autism Spectrum Disorder: A Single-Subject Experimental Study

2021 ◽  
Author(s):  
Mohammed F Safi ◽  
Badriya Al Sadrani ◽  
Ashraf Mustafa
Keyword(s):  
Artificial Intelligence ◽  
Social Interaction ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Baseline Phase ◽  
Children With Asd ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Abstract Background: Children with autism spectrum disorder (ASD) tend to have communication and social interaction deficits. Their impaired communication is derived from difficulties in acquiring language. The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with ASD. Artificial intelligence has played a growing role in the habilitation of children with ASD. However, little research exists on the possible roles and effectiveness of virtual voice assistants in developing language and social skills in children with ASD. This study examined the effects of using a voice assistant in children with ASD on two outcomes: speech skills (expressive verbal vocabulary and production of short phrases) and social interaction skills (playing/sharing). Methods: An interventional single-case design study was used to explore this concept using three children with ASD between the ages of 4 and 11 years. The participants used an accessible virtual voice assistant, Apple’s Siri, for three months. Pre- and post-intervention questionnaires and semi-structured interviews with mothers were administered to measure the communication and social interaction skills of the participating children. Results: Participant One, Two and Three showed a notable improvement in the total number of correct words produced with fewer attempts during the VVA intervention compared with the baseline phase. Further, all participants showed increases in the social interactions in the intervention phase, compared with the baseline phase. Finally, all the mothers noted improvement in their children’s speech intelligibility and social interactions. Conclusions: Results showed that the virtual voice assistant had positive effects on the speech and social interaction skills of children with ASD. The findings of this study implied that children with ASD can use readily available voice assistant software to improve their speech and social interaction skills. Furthermore, this study’s findings could be used to develop strategies to increase the availability of artificial intelligence infrastructure in schools and homes to help children with ASD.

Relative Effects of Interventions Supporting the Social Competence of Young Children with Disabilities

1999 ◽  
Vol 19 (2) ◽  
pp. 75-91 ◽  
Author(s):  
Samuel L. Odom ◽  
Scott R. McConnell ◽  
Mary A. McEvoy ◽  
Carla Peterson ◽  
Michaelene Ostrosky ◽  
...  
Keyword(s):  
Social Competence ◽  
Young Children ◽  
Children With Disabilities ◽  
The Social ◽  
Young Children With Disabilities
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