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PEER INTERVENTION EFFECTS ON COMMUNICATIVE INTERACTION AMONG HANDICAPPED AND NONHANDICAPPED PRESCHOOLERS
Author(s) -
Goldstein Howard,
Wickstrom Susan
Publication year - 1986
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1986.19-209
Subject(s) - psychology , intervention (counseling) , developmental psychology , multiple baseline design , preschool education , mainstreaming , special education , pedagogy , psychiatry
A peer‐mediated intervention designed to promote communicative interaction on the part of three language‐delayed children was evaluated. Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.