Sociodramatic Script Training and Peer Role Prompting : Two Tactics to Promote Sociodramatic Play and Peer Interaction

Abstract

The purpose of this study was to examine the effects of sociodramatic script training, in combination with an intervention package consisting of peer role prompting, a group‐oriented reinforcement contingency, and visual feedback on sociodramatic role play. The study was implemented with nine children who formed three triads. Each triad was comprised of one target child and two socially competent peers. Immediate improvements were observed in the social play of the targets with the initiation of script training. However, with the withdrawal of script training, improvements were not maintained. Implementation of the intervention package was associated with substantially increased participation in the sociodramatic play activities. Minimal levels of trainer prompting were required. The results support the use of a peer‐mediated intervention package, in combination with sociodramatic script training, to facilitate sociodramatic play, while minimizing teacher involvement.