Increasing the social interaction of preschool children with special needs through a peer training playgroup

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dc.contributor.authorMacDonald, Margaret Joanen_US
dc.date.accessioned2024-08-14T22:33:19Z
dc.date.available2024-08-14T22:33:19Z
dc.date.copyright1995en_US
dc.date.issued1995
dc.degree.departmentDepartment of Communication and Social Foundations
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe purpose of this study was to examine the impact of a peer training intervention designed to increase the positive social interaction between a child with special needs and two peer helpers. A single subject research design was used to evaluate the play behavior and the interaction patterns of the children before, during, and after the peer training intervention. The study found that the both the play behavior of the child with special needs and the interactions among the children were increased following the intervention. Increases in play levels and interaction among the children were also found following the intervention during a separate prompting phase. These increases in positive interactions were limited to the playgroup sessions and no spill over effects were found during freeplay with the whole class following the peer training sessions.
dc.format.extent178 pages
dc.identifier.urihttps://hdl.handle.net/1828/18791
dc.rightsAvailable to the World Wide Weben_US
dc.titleIncreasing the social interaction of preschool children with special needs through a peer training playgroupen_US
dc.typeThesisen_US

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