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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.
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.)
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  Data: Including Social Opportunities During Small Group Instruction of Preschool Children With Social-Communication Delays.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Intervention%22">Journal of Early Intervention</searchLink>. Mar2015, Vol. 37 Issue 1, p3-22. 20p. 3 Charts, 5 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+skills+education%22">Social skills education</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+disorders%22">Speech disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Group+process%22">Group process</searchLink><br /><searchLink fieldCode="DE" term="%22Early+medical+intervention%22">Early medical intervention</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1053815115588828
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        Text: English
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        PageCount: 20
        StartPage: 3
    Subjects:
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Experimental design
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Social skills education
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      – SubjectFull: Speech disorders
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      – SubjectFull: Teaching methods
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Inter-observer reliability
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      – SubjectFull: Reinforcement (Psychology)
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      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Group process
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      – SubjectFull: Early medical intervention
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      – TitleFull: Including Social Opportunities During Small Group Instruction of Preschool Children With Social-Communication Delays.
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            NameFull: Gast, David L.
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              Text: Mar2015
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