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Related Experiment Videos

Augmenting communicative interaction between handicapped and nonhandicapped preschool children.

H Goldstein1, D R Ferrell

  • 1Department of Communication, University of Pittsburgh, PA 15260.

The Journal of Speech and Hearing Disorders
|August 1, 1987
PubMed
Summary

Peer-mediated intervention effectively boosted communication in handicapped preschoolers. Trained peers prompted strategy use, leading to increased interaction and reduced teacher reliance.

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Area of Science:

  • Developmental Psychology
  • Special Education

Background:

  • Evaluating peer-mediated interventions for children with developmental disabilities.
  • Addressing behavioral, social, and communicative deficits in integrated preschool settings.

Observation:

  • A multiple baseline design across subjects and withdrawal designs were employed.
  • Facilitative strategies were taught to normally developing peers to engage handicapped children.
  • The intervention focused on promoting communicative interaction during free play.

Findings:

  • Significant increases in communicative interaction were observed when peers used taught strategies.
  • Handicapped children showed increased response rates and reduced teacher prompting.
  • Generalization of strategies to other settings was demonstrated by one subject.

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Implications:

  • Tailoring interventions based on individual child characteristics can enhance treatment effectiveness.
  • Peer-mediated strategies offer a promising approach for improving social and communicative skills in preschoolers with disabilities.
  • This study informs the refinement of inclusive educational practices for children with special needs.