Fading Teacher Prompts from Peer-Initiation Interventions for Young Children with Disabilities

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenan...

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Bibliographic Details
Published in:Journal of applied behavior analysis 1992-01, Vol.25 (2), p.307-317
Main Author: Odom, Samuel L
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Therapy - methods
Child, Preschool
Disabilities
Disabled Persons - psychology
Education of Intellectually Disabled
Female
Humans
Interaction Process Analysis
Interpersonal Competence
Interpersonal Relations
Intervention
Mainstreaming (Education)
Maintenance
Male
Peer Group
Peer Relationship
Play and Playthings
Prompting
Reinforcement, Verbal
Social Behavior
Social Environment
Training Methods
Young Children
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Summary:This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenance period. (Author/DB)
ISSN:0021-8855
DOI:10.1901/jaba.1992.25-307