Including Social Opportunities During Small Group Instruction of Preschool Children With Social-Communication Delays.
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| Title: | Including Social Opportunities During Small Group Instruction of Preschool Children With Social-Communication Delays. |
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| Authors: | Lane, Justin D.1 justin.lane@uky.edu, Gast, David L.2, Shepley, Collin3, Ledford, Jennifer R.4 |
| Source: | Journal of Early Intervention. Mar2015, Vol. 37 Issue 1, p3-22. 20p. 3 Charts, 5 Graphs. |
| Subject Terms: | *Academic achievement, *Cognition, *Communication, *Experimental design, *Students with disabilities, *Language disorders, *Learning strategies, *Play, *Social skills education, *Speech disorders, *Teachers, *Teaching methods, *Educational outcomes, *Inter-observer reliability, Reinforcement (Psychology), Social skills, Group process, Early medical intervention |
| Abstract: | Young children with disabilities are less likely to display prosocial behaviors than their typically developing peers. One method for increasing social skills is embedding opportunities for social interactions during academic instruction. The purpose of this study was to teach functional sight words to young children in a small group arrangement, while embedding opportunities to engage in social behaviors. A multiple probe design across behaviors replicated across participants was used to evaluate the effects of using constant time delay to teach sight words. Children learned to read targeted sight words and some of their peers’ words. Secondary social measures suggest children acquired some social information about a peer when the information was presented via instructive feedback and learned to share materials during instructional sessions. Implications for practitioners and teachers are provided regarding (a) academic instruction and observational learning, (b) prerequisites for success in a small group arrangement, (c) embedding sharing during instruction, and (d) instructive feedback related to peer preferences. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Intervention is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Young children with disabilities are less likely to display prosocial behaviors than their typically developing peers. One method for increasing social skills is embedding opportunities for social interactions during academic instruction. The purpose of this study was to teach functional sight words to young children in a small group arrangement, while embedding opportunities to engage in social behaviors. A multiple probe design across behaviors replicated across participants was used to evaluate the effects of using constant time delay to teach sight words. Children learned to read targeted sight words and some of their peers’ words. Secondary social measures suggest children acquired some social information about a peer when the information was presented via instructive feedback and learned to share materials during instructional sessions. Implications for practitioners and teachers are provided regarding (a) academic instruction and observational learning, (b) prerequisites for success in a small group arrangement, (c) embedding sharing during instruction, and (d) instructive feedback related to peer preferences. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10538151 |
| DOI: | 10.1177/1053815115588828 |
