Facilitating peer-group entry in kindergartners with impairments in social communication

摘要: Purpose: This series of case studies examined the efficacy intervention designed to teach peer-group entry skills kindergartners with social interaction and communication deficits. Method: The participants were 3 at University Washington Experimental Educational Unit (EEU) who selected because difficulty cooperative play as compared other children in classroom. program included direct treatment by primary researcher teachers was modeled on research describing a sequential peer-entry hierarchy that incorporated moving from low-risk strategies high-risk strategies. Specifically, focused teaching use props facilitate production verbal statements. Results: Results demonstrated increases (a) children’s statements enter peer groups, (b) play, (c) time spen...