Enhancing Prosocial Play between Handicapped and Nonhandicapped Preschool Children

1984 ◽  
Vol 54 (2) ◽  
pp. 391-402 ◽  
Author(s):  
Robert H. Poresky ◽  
Dani Jo Hooper
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Experimental Design ◽  
Social Play ◽  
Comprehensive Treatment ◽  
Single Subject ◽  
Handicapped Children ◽  
Solitary Play ◽  
The Social ◽  
Parallel Play

In a single-subject experimental design effects of social toys in a teacher-mediated comprehensive treatment on the social play of three preschool handicapped children was examined. The comprehensive treatment included imitative cooperative lesson plans, environmental structure, and teachers' in-service education. The children's baselines began with solitary play and rose to parallel play in the second comprehensive treatment when the. teachers made greatest use of appropriate prompting and reinforcement. These results illustrate the feasibility of teacher-mediated versus researcher-mediated efforts to enhance the social interaction of handicapped and nonhandicapped preschool children.

The Social Competence Intervention Project: Developing Educational Procedures for Teaching Social Interaction Skills to Handicapped Children

1983 ◽  
Vol 8 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Robert M. Day ◽  
James J. Fox ◽  
Richard E. Shores ◽  
David P. Lindeman ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Social Withdrawal ◽  
Experimental Studies ◽  
Critical Aspect ◽  
Handicapped Children ◽  
Social Initiations ◽  
Training Materials ◽  
The Social ◽  
Social Interaction Skills

Social interaction with other children is a critical aspect of a child's development. Many handicapped children display pronounced deficits in this area of development. The Social Competence Intervention Project (SCIP) addressed the problem of social withdrawal of handicapped children by meeting four goals. These were (a) identify social behaviors that are likely to set the occasion for a positive social encounter, (b) evaluate the effectiveness of critical social initiations when used by handicapped children, (c) develop empirically valid teaching procedures, and (d) translate the results of the experimental studies of the first three goals into teacher training materials.

Some Normative Data on Preschool Children's Social Behaviours

1986 ◽  
Vol 3 (1) ◽  
pp. 41-47
Author(s):  
Keith D. Ballard ◽  
Terence J. Crooks
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Normative Data ◽  
Social Validity ◽  
Social Play ◽  
Social Involvement ◽  
Repeated Observation ◽  
The Social ◽  
Social Behaviours

Data on rate and qualitative features of social interactions and on peer social involvement in play were obtained from repeated observation measures taken across 14 to 23 weeks on two children randomly selected from each of 6 kindergartens. Session-by-session variability was found to be a feature of the social interaction and social play data, and there was evidence that social behaviours may vary systematically across different kindergarten settings. A case is made for obtaining normative data in each setting of interest in order to identify atypical behaviour and to evaluate the social validity of intervention outcomes.

Effects of Social Integration on Preschool Children with Handicaps

1989 ◽  
Vol 55 (5) ◽  
pp. 420-428 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Samuel L. Odom ◽  
Matthew L. Speltz
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Competence ◽  
Language Development ◽  
Social Integration ◽  
Experimental Conditions ◽  
The Social ◽  
Interactive Play ◽  
Lower Performing Students

This study examined the effects of (a) integrating handicapped and nonhandicapped children in preschools and (b) a condition designed to promote social integration. Fifty-six children with mild and moderate handicaps were randomly assigned to four experimental conditions: integrated/social interaction, integrated/child-directed, segregated/social interaction, and segregated/child-directed. Observation revealed a higher proportion of interactive play, as well as higher language development, in the social interaction conditions; and children in the integrated/social interaction condition received significantly higher ratings of social competence. These data suggest that structuring social interaction between higher and lower performing children can result in benefits to the lower performing students.

Social Reciprocity: A Review of Research and Educational Implications

1977 ◽  
Vol 43 (8) ◽  
pp. 526-530 ◽  
Author(s):  
Phillip S. Strain ◽  
Richard E. Shores
Keyword(s):  
Preschool Children ◽  
Social Interaction ◽  
Social Withdrawal ◽  
Educational Strategies ◽  
Social Stimuli ◽  
Social Responses ◽  
Social Reciprocity ◽  
The Social ◽  
Educational Implications ◽  
Positive Social Interaction

This paper analyzes the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. The studies reviewed clearly suggest that social reciprocity is a phenomenon that occurs during interaction among adults and normal and exceptional preschool children. It is suggested here that educational strategies designed to increase positive social interaction be based on a reciprocal conceptualization of social behavior. Such a theoretical framework is reflected in the following procedures: (a) the use of observational strategies that are sensitive to who gives what to whom, when, and with what effect; and (b) the development of intervention efforts that rely on the eliciting effect of social stimuli to accelerate the social responses of withdrawn children.

Materials for Teaching Social Skills to Handicapped Children: An Analytic Review

1981 ◽  
Vol 4 (3) ◽  
pp. 40-49 ◽  
Author(s):  
Joseph J. Stowitschek ◽  
T. Hennessy Powell
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Development ◽  
Empirical Research ◽  
Instructional Materials ◽  
Focal Points ◽  
Systematic Instruction ◽  
Handicapped Children ◽  
Analytic Review ◽  
The Social

An analytic review of instructional materials purporting to teach social skills is presented. Social targets, peer social interaction, peers as training agents, and the inclusion of elements of systematic instruction are the focal points of the review. Initial findings are that few of the materials clearly reflect results of recent empirical research regarding the social development of handicapped children.

Language and Play of Preschool Children Learning English as a Second Language and Native English Speakers

1982 ◽  
Vol 50 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Shavaun M. Wall ◽  
Sarah M. Pickert
Keyword(s):  
Second Language ◽  
Preschool Children ◽  
Native English Speakers ◽  
Free Play ◽  
English Speakers ◽  
Solitary Play ◽  
Parallel Play ◽  
English Speaking ◽  
Group Play ◽  
Learning English

To study the frequency and complexity of language in relation to levels of social play, 5 preschool children learning English as a second language and 5 English-speaking peers were observed during free play in the fall and 6 mo. later in the spring. In the fall native English speakers were observed proportionately more often in group play. In the spring, both groups were observed more in group play and less in solitary play. All children spoke more often and used more complex speech during group play than during solitary or parallel play. Observed social interactions were primarily positive for both groups. The relation between developing language and play is discussed in the context of the total social environment.

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