scholarly journals Typically Developing Preschoolers’ Behavior Toward Peers With Disabilities in Inclusive Classroom Contexts

2019 ◽  
Vol 42 (1) ◽  
pp. 49-68
Author(s):  
Soo-Young Hong ◽  
Jungwon Eum ◽  
Yanjie Long ◽  
Chaorong Wu ◽  
Greg Welch
Keyword(s):  
Social Interactions ◽  
Free Play ◽  
Inclusive Classroom ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Outdoor Classroom ◽  
Group Activities ◽  
And Training ◽  
Indoor And Outdoor ◽  
Small Group Activities

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.

Coaching Paraprofessionals to Promote Engagement and Social Interactions During Small Group Activities

2017 ◽  
Vol 26 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Kathleen N. Zimmerman ◽  
Kate T. Chazin ◽  
Natasha M. Patel ◽  
Vivian A. Morales ◽  
...  
Keyword(s):  
Social Interactions ◽  
Small Group ◽  
Group Activities ◽  
Small Group Activities

Assessing the Differential Effects of Known and Mystery Rewards in a Preschool-Based Group Contingency

2019 ◽  
Vol 41 (3) ◽  
pp. 256-275
Author(s):  
Elizabeth A. Pokorski ◽  
Erin E. Barton ◽  
Jennifer R. Ledford
Keyword(s):  
Social Interactions ◽  
Severe Disabilities ◽  
Classroom Teachers ◽  
Group Contingency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Differential Effects ◽  
Differential Outcomes ◽  
Independent Group Contingency ◽  
Previous Group

Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little research has been conducted to examine whether differential outcomes are associated with the type of reward used (known or mystery). The purpose of this study was to examine the differential effects of known versus mystery rewards on the SI of preschool children with and without MSD within an independent group contingency. The findings indicated that although there were no differences in levels of SI between reward types, both were superior to the baseline condition and were viewed as socially valid by classroom teachers and naive raters. In addition, this study was conducted with high methodological quality exceeding that of previous group contingency research conducted in preschool settings and of other studies examining the differential effects of known and mystery rewards. The results provide meaningful information regarding practices that support children with MSD and add to the group contingency literature.

Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers

2021 ◽  
pp. 109830072098754
Author(s):  
Xiaoyi Hu ◽  
Gabrielle T. Lee ◽  
Laci Watkins ◽  
Yitong Jiang
Keyword(s):  
Social Interactions ◽  
Peer Support ◽  
Single Case ◽  
Autism Spectrum ◽  
Inclusive Classroom ◽  
Typically Developing ◽  
Inclusive Preschool ◽  
The Social ◽  
Multiple Probe ◽  
Interaction Behaviors

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-aged children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants’ social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed.

scholarly journals Inclusive classroom strategies for raising the achievement of students with dyslexia.

Teachers Work ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 100-104
Author(s):  
Alena Stuart ◽  
Anne Yates
Keyword(s):  
Learning Outcomes ◽  
Phonemic Awareness ◽  
Educational Achievement ◽  
Learning Difficulties ◽  
Inclusive Classroom ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Classroom Strategies ◽  
High Quality Evidence ◽  
Key Skills

The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as “persistent learning difficulties” (p. 239) which present in “otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention” (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no “quick fix or one prescribed intervention” (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.

Theory of mind in naturalistic conversations between autistic and typically developing children and adolescents

2021 ◽  
Author(s):  
Diana Alkire ◽  
Kathryn A. McNaughton ◽  
Heather Yarger ◽  
Deena Shariq ◽  
Elizabeth Redcay
Keyword(s):  
Theory Of Mind ◽  
Social Interactions ◽  
Rating Scale ◽  
Mental States ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Crucial Component ◽  
Mental State Language ◽  
Strengths And Difficulties ◽  
And Gender

Successful social interactions are assumed to depend on theory of mind (ToM)—the ability to represent others’ mental states—yet most studies of the relation between ToM and social-interactive success rely on non-interactive tasks that do not adequately capture the spontaneous engagement of ToM, a crucial component of everyday social interactions. We addressed this gap by establishing a novel observational rating scale to measure the spontaneous use of ToM (or lack thereof) within naturalistic conversations (conversational ToM, or cToM). In 50 age- and gender-matched dyads of autistic and typically developing children aged 8–16, we assessed cToM during 5-minute, unstructured conversations. We found that ratings on the cToM Negative scale, reflecting ToM-related violations of conversational norms, were negatively associated with two forms of non-interactive ToM: visual-affective and spontaneous. In contrast, the cToM Positive scale, reflecting explicit mental state language and perspective-taking, was not associated with these non-interactive ToM abilities. Furthermore, autistic participants were rated higher than typically developing participants on cToM Negative, but the two groups were rated similarly on cToM Positive. Together, these findings provide insight into multiple aspects of ToM in conversation and reveal a nuanced picture of the relative strengths and difficulties among autistic individuals.

scholarly journals Paediatricians’ Views on Pain in Children with Profound Intellectual and Multiple Disabilities

2021 ◽  
Vol 11 (3) ◽  
pp. 408
Author(s):  
Lucie Petigas ◽  
Christopher J. Newman
Keyword(s):  
Professional Education ◽  
Primary Care Physicians ◽  
Online Survey ◽  
Participation Rate ◽  
Multiple Disabilities ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Complex Issue ◽  
And Training ◽  
Experience Pain

Pain is a frequent issue in children with profound intellectual and multiple disabilities (PIMD). Its identification and treatment can prove highly challenging for primary care physicians, mainly because of the children’s limited communication abilities. We used an online survey to explore paediatricians’ views regarding the experience and management of pain in children with PIMD and invited 480 professionals working in the canton of Vaud, Switzerland, to take part. We received 121 responses (participation rate 25.5%). A large majority of respondents provided care to children with PIMD. All paediatricians considered that these children feel pain at least as much as typically developing children. However, paediatricians had mixed views on their tolerance to pain. More than 90% held the view that their pain is under-assessed and undertreated. The principal barriers they reported to appropriate management were communication limitations with the child, difficulties in pain assessment, lack of knowledge about children with disabilities and lack of experience. Paediatricians have complex opinions regarding how children with PIMD experience pain and how to manage this problem. Professional education and training on the specificities of children with PIMD, including how to address their pain, seem necessary to foster paediatricians’ ability and confidence in approaching this complex issue.

scholarly journals Using tripartite group area as a measure of social interactions in pre-school children: A pilot study

2021 ◽  
Author(s):  
Masashi Tsukamoto ◽  
Airi Tsuji ◽  
Satoru Sekine ◽  
Takahide Omori ◽  
Kenji Suzuki ◽  
...  
Keyword(s):  
Social Interactions ◽  
Motion Capture ◽  
Low Cost ◽  
Subjective Evaluation ◽  
Free Play ◽  
Typically Developing ◽  
Group Area ◽  
Staff Members ◽  
Motion Capture Systems ◽  
Social Behaviours

AbstractThis study aimed to measure tripartite group area using motion capture systems and investigated whether group area could be used as a measure of pre-school children’s social interactions. In Experiment 1, two typically developing girls and an adult staff member engaged in free play. In Experiment 2, two typically developing boys and two adult staff members played balloon volleyball. Both experiments had three types of measures: subjective evaluation of whether participants played together, social behaviours (e.g. eye contact for Experiment 1 and balloon tosses for Experiment 2) and group area. Results showed that group area was significantly and negatively related to subjective evaluation in Experiment 2, whereas we observed no relationship between subjective evaluation and group area in Experiment 1. Overall, however, only a low correlation was observed between subjective evaluation and group area in Experiment 2. Furthermore, there were strong sequential associations between subjective evaluation and social behaviour, rather than between subjective evaluation and group area. Although group area as an index of social interactions is less accurate than behavioural data directly observed by humans, it may be worth using as a low-cost preliminary measure, since it can be automatically calculated using motion capture systems.

scholarly journals Video-feedback Interventions for Improving Interactions with Individuals with Congenital Deaf blindness: a Systematic Review

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Saskia Damen ◽  
Meredith Prain ◽  
Marga Martens
Keyword(s):  
Systematic Review ◽  
Social Interactions ◽  
Age Groups ◽  
Video Feedback ◽  
Positive Outcomes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Communication Partners ◽  
Feedback Interventions ◽  
Future Practice

Video-feedback interventions have been demonstrated to improve communication between typically developing children and their communication partners. Video-feedback approaches are also applied in interventions that aim to improve interactions and communication of people with congenital deafblindness. However, an analysis of the various applications and effectiveness of video-feedback approaches for this target group is required to guide future practice and research. This study reports on a systematic review of studies on video-feedback interventions aimed at improving social interactions with people with congenital deafblindness. The literature was analysed in terms of intervention landscape and procedure, research methodology and outcome. Results show that a variety of video-feedback interventions are being used with all age groups of people with congenital deafblindness in varied settings and with varied communication partners. The data reveal positive outcomes including increased affective involvement, more sustained interaction and shared understanding. Issues including sustainability of approaches and their effects were identified, as well as lack of detail on the video-feedback sessions. While the review revealed positive outcomes, the lack of explicit information on the video-feedback sessions and the co-occurrence of video-feedback with other interventions make it difficult to determine what factors contributed to the positive outcomes. Recommendations are made for future practice and research.

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