Abstract
An alternating treatment design, nested within a withdrawal of treatment, single-subject design was used in this study to examine the differential treatment effects of employing single and multiple peers to promote the social interactions of two handicapped preschoolers. During a baseline phase, few social interactions occurred for the handicapped children. As single and multiple confederate peers (in different intervention sessions) directed social initiations to the handicapped children, the social responses of those handicapped children increased substantially. Spontaneous social initiating also increased, to a lesser extent than social responding, for one of the handicapped children. Social responses decreased for both children during the withdrawal of treatment phase of the study, and increased again during the final intervention phase. Differential treatment results were generally not found. Both types of peer-initiation interventions produced marked increases in the handicapped children's social interactions with nonhandicapped peers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.