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A comparison of the effects of peer networks and peer video modeling on positive social interactions performed by young children with developmental disabilities.

机译：同伴网络和同伴视频建模对发育障碍幼儿的积极社交互动的影响比较。

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摘要

A concern that parents of children with disabilities have is whether or not their offspring are able to interact and be accepted by children who do not have disabilities. Unfortunately children with developmental disabilities (DD) may experience difficulties when interacting with typically developing peers. One method of addressing this issue has been to ensure that children with DD receive instruction in the same school setting as their peers. However, simply attending the same school as children who are typically developing may not be enough. Hence the need for interventions such as peer network (PN) and peer video modeling (PVM), that educators can use to help facilitate interactions between young children with disabilities and their peers. The purpose of this study was to compare the relative effect of PN versus PVM on positive social interactions performed by young children with DD in an inclusive classroom setting and determine whether or not the effect of the best treatment generalized to the playground setting. Five preschool aged children with disabilities participated in this study. Data were collected in both the classroom and playground settings. Results suggest that PN was more effective for one young child with autism and that the relative effect of that treatment generalized to the playground setting. Both interventions were found to be effective for a second child with a developmental delay but only in the classroom setting. Neither of the interventions were effective for a third child with autism nor were they effective for a fourth child with a developmental delay. Finally, though not diagnosed with a DD, the PN intervention was found to be more effective for one young child with a speech and language impairment with the relative effect of that treatment generalizing to the playground setting.
机译：残疾儿童的父母关注的一个问题是他们的后代是否能够互动并被没有残疾的儿童接受。不幸的是，与典型的同龄人互动时，发育障碍（DD）的孩子可能会遇到困难。解决此问题的一种方法是确保DD儿童与同龄人在相同的学校环境中接受教育。但是，仅与通常发育的孩子一起上同一所学校可能还不够。因此，需要教育者可以用来帮助诸如对等网络（PN）和对等视频建模（PVM）之类的干预措施，以帮助促进残疾幼儿与他们的同龄人之间的互动。这项研究的目的是比较PN与PVM对在包容性教室环境中DD幼儿的积极社交互动的相对影响，并确定最佳治疗效果是否普遍适用于操场环境。五名学龄前残疾儿童参加了这项研究。在教室和操场上都收集了数据。结果表明，PN对于一名自闭症幼儿更有效，并且该治疗的相对效果普遍适用于游乐场。两种干预措施均对第二名发育迟缓的孩子有效，但仅在教室环境中有效。这两种干预措施都不对第三个自闭症儿童有效，也对第四个发育迟缓儿童无效。最后，尽管没有被诊断为DD，但发现PN干预对一名语言和语言障碍的幼儿更有效，并且这种治疗的相对效果普遍适用于游乐场。

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  • 作者

    Oh-Young, Conrad.;

  • 作者单位

    University of Nevada, Las Vegas.;

  • 授予单位 University of Nevada, Las Vegas.;
  • 学科 Special education.;Behavioral sciences.;Early childhood education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 250 p.
  • 总页数 250
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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