Premium
UNPROGRAMMED EFFECTS OF TRAINING HIGH‐STATUS PEERS TO INTERACT WITH SEVERELY HANDICAPPED CHILDREN
Author(s) -
Sasso Gary M.,
Rude Harvey A.
Publication year - 1987
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.1987.20-35
Subject(s) - psychology , intervention (counseling) , developmental psychology , peer acceptance , context (archaeology) , multiple baseline design , peer group , clinical psychology , paleontology , psychiatry , biology
We examined the effects of a peer initiation intervention with high‐ and low‐status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high‐ and low‐status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high‐status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low‐status students. Social response levels were also differentially affected by the status of the peer initiator.