Promoting Social Interactions of Young Children in Inclusive Classes
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The purpose of this paper was to train teachers and peers to increase social interactions of children who had been identified as having a lack of social interactions in an inclusive child care center. The four focal children who were identified by teachers as lacking social interactions, four teachers, and four classes of peer children participated in two interventions. Training on naturalistic teaching strategies with teachers and training on social skills with peer and focal children, and a combined intervention was implemented. A multiple probe design was employed to examine effects of the interventions during free choice play period. The results of this study indicate that focal childrens mean percentage of social interactions increased after the interventions. This study may contribute to issues of training teachers on teaching strategies and children on social skills in an inclusive class for promoting social interactions with children with disabilities.
Abstract
The purpose of this paper was to train teachers and peers to increase social interactions of children who had been identified as having a lack of social interactions in an inclusive child care center. The four focal children who were identified by teachers as lacking social interactions, four teachers, and four classes of peer children participated in two interventions. Training on naturalistic teaching strategies with teachers and training on social skills with peer and focal children, and a combined intervention was implemented. A multiple probe design was employed to examine effects of the interventions during free choice play period. The results of this study indicate that focal childrens mean percentage of social interactions increased after the interventions. This study may contribute to issues of training teachers on teaching strategies and children on social skills in an inclusive class for promoting social interactions with children with disabilities.
참고문헌 (27)
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