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Including Social Opportunities During Small Group Instruction of Preschool Children With Social-Communication Delays. 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): Journal of Early Intervention. 37 (1) : 2015. pp.3-22 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Lane, Justin D; Gast, David L; Shepley, Collin; Ledford, Jennifer R. 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Disabled Children;Preschool Education. -- EArly Intervention -- Special Education. -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	LC4019.2.J68 (Browse shelf)	Available		PER 1695A

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Previous	LC4019.2.J68 Systematic Review of Engagement in Culturally Adapted Parent Training for Disruptive Behavior.	LC4019.2.J68 Journal of Early Intervention.	LC4019.2.J68 Journal of Early Intervention.	LC4019.2.J68 Including Social Opportunities During Small Group Instruction of Preschool Children With Social-Communication Delays.	LC4019.2.J68 Developing Feasible and Effective School-Based Interventions for Children With ASD: A Case Study of the Iterative Development Process.	LC4019.2.J68 Effects of a Triadic Parent-Implemented Home-Based Communication Intervention for Toddlers.	LC4019.2.J68 Naturalistic Instructional Approaches in Early Learning: A Systematic Review.	Next

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. 56

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