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Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities
Author(s) -
StantonChapman Tina L.,
Denning Christopher B.,
Jamison Kristen Roorbach
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20315
Subject(s) - psychology , intervention (counseling) , multiple baseline design , session (web analytics) , developmental psychology , diversity (politics) , learning disability , interpersonal communication , social skills , applied psychology , social psychology , psychiatry , sociology , world wide web , computer science , anthropology
This study examined the effects of a multicomponent social communication intervention to promote language learning and peer‐directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skills, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads was used. Results indicated an increase in peer‐directed requests, verbal requests, and word diversity for 6 of the 8 participants postintervention. Implications of the results are discussed. © 2008 Wiley Periodicals, Inc.