A FOLLOW-UP OF SOCIAL SKILLS INSTRUCTION FOR PRESCHOOLERS WITH DEVELOPMENTAL DELAYS

Six students with low levels of social interaction in preschool settings were followed during kindergarten to assess 1-year maintenance effects of a peer-mediated social skills intervention program. Multiple dependent variables (frequency of interactions, normative comparisons, clique analysis, and...

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Bibliographic Details
Published in:Education & treatment of children 1992-05, Vol.15 (2), p.125-139
Main Authors: Storey, Keith, Danko, Cassandra D., Strain, Phillip S., Smith, Deborah J.
Format: Article
Language:English
Subjects:
Developmental delay
Developmental Delays
Developmental Disabilities
Early Intervention
Educational buildings
Followup Studies
Instructional Effectiveness
Interaction Process Analysis
Interpersonal Competence
Kindergarten
Kindergarten education
Maintenance
Peer Relationship
Preschool children
Preschool Education
Preschool students
Primary Education
Residential buildings
Social interaction
Social skills
Studies
Teachers
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Summary:Six students with low levels of social interaction in preschool settings were followed during kindergarten to assess 1-year maintenance effects of a peer-mediated social skills intervention program. Multiple dependent variables (frequency of interactions, normative comparisons, clique analysis, and teacher ratings) were used to assess the students. Results indicated that the students continued to interact with their peers at levels higher than baseline and that their interaction levels and teacher ratings of social behavior were within a normative range of comparison students.
ISSN:0748-8491
1934-8924