Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities

Researchers have identified effective instructional strategies for teaching peer imitation, including embedded classroom-based interventions. However, there is a dearth of strategies that have been effective for teaching generalization of imitation skills to novel contexts. Building on previous research, we examined the use of progressive time delay to increase peer imitation in the context of a play activity for four preschoolers with disabilities. We conducted preference and reinforcer assessments to identify effective reinforcers for each child prior to intervention. We conducted a multiple baseline across participants design meeting contemporary single case standards and used visual analysis to identify a functional relation: the intervention package was associated with an increase in the participants’ peer imitation in training contexts. The intervention also led to levels of peer imitation comparable to those of typically developing peers, as measured by a normative peer sample, and generalization to novel contexts.

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.

PENERAPAN PROGRESSIVE TIME DELAY (PTD) DALAM MENINGKATKAN KELANCARAN PERKALIAN DASAR PADA ANAK DENGAN BORDERLINE INTELLECTUAL FUNCTIONING (BIF)

Salah satu kesulitan akademik yang sering dialami anak dengan borderline intellectual functioning (BIF) yaitu mempelajari Matematika, terutama menghafal perkalian. Penelitian ini bertujuan untuk melihat efektivitas teknik progressive time delay (PTD) dalam meningkatkan kelancaran perkalian dasar (2 sampai 4) pada anak dengan BIF. Penelitian ini menggunakan single-subject study dengan A-B design yang diterapkan pada seorang partisipan berusia 12 tahun 9 bulan dengan skor IQ 70 (skala Wechsler). Hasil penelitian menunjukkan bahwa teknik PTD terbukti meningkatkan kelancaran menghafal perkalian partisipan, yang ditandai dengan penurunan latensi soal perkalian yang mampu dijawab dengan tepat menjadi rata-rata 4 detik untuk setiap set soal. Teknik PTD dapat digunakan untuk membantu anak dengan BIF menghafal perkalian dasar lainnya, seperti perkalian 6 hingga 10.

Using Progressive Time Delay to Increase Levels of Peer Imitation During Play With Preschoolers With Disabilities

Research suggests peer imitation can be taught using systematic procedures and can be embedded into ongoing play contexts with preschool-age children. However, additional research is needed to test procedures that may increase levels of peer imitation with toddlers with disabilities and in generalized contexts. We used a multiple probe across participants research design to evaluate the effectiveness of progressive time delay (PTD) to teach peer imitation to preschoolers with disabilities during a play activity with a peer. We also examined the efficacy of PTD in a generalized context (i.e., new peers, implementer, and materials). Visual analysis indicated a functional relation between PTD and unprompted peer imitation; however, generalization was variable across participants. Our results support previous research indicating PTD is effective in teaching children with disabilities to imitate their peers.