Work

Peer Intervention Effects on Communicative Interaction Among Handicapped and Nonhandicapped Preschoolers

Year: 1986

Type: article

Abstract: 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of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.

Source: Journal of Applied Behavior Analysis

DOI: 10.1901/jaba.1986.19-209

Authors: Howard Goldstein, Susan Wickstrom

Institution: University of Pittsburgh

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education, Reduced inequalities

Open Access status: bronze

Funders: U.S. Department of Education, University of Pittsburgh