FADING TEACHER PROMPTS PROM PEER‐INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

Samuel L. Odom, Lynette K. Chandler, Michaelene Ostrosky, Scott R. McConnell, Susan Reaney

Research output: Contribution to journalArticlepeer-review

44 Scopus citations

Abstract

This study examined a system for fading teacher prompts to children who served as peers in peer‐initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period. 1992 Society for the Experimental Analysis of Behavior

Original languageEnglish (US)
Pages (from-to)307-317
Number of pages11
JournalJournal of applied behavior analysis
Volume25
Issue number2
DOIs
StatePublished - 1992

Bibliographical note

Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.

Keywords

  • preschool children
  • social interaction
  • teacher prompts

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