A Consumer Reports-Like Review of the Empirical Literature Specific to Preschool Children’s Peer-Related Social Skills

Journal of Early Intervention

Ledford

2019

Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little research has been conducted to examine whether differential outcomes are associated with the type of reward used (known or mystery). The purpose of this study was to examine the differential effects of known versus mystery rewards on the SI of preschool children with and without MSD within an independent group contingency. The findings indicated that although there were no differences in levels of SI between reward types, both were superior to the baseline condition and were viewed as socially valid by classroom teachers and naive raters. In addition, this study was conducted with high methodological quality exceeding that of previous group contingency research conducted in preschool settings and of other studies examining the differential effects of known and mystery rewards. The results provide meaningful information regarding practices that support children with MSD and add to the group contingency literature.

Section: Methodsmentioning

confidence: 99%

Assessing the Differential Effects of Known and Mystery Rewards in a Preschool-Based Group Contingency

Pokorski

Journal of Early Intervention

Ledford

2019

“…A child’s relationship with their peers is critically important during early childhood (Ladd, 1990). Peer networks have been identified as a protective factor for children in early childhood as peers provide informal learning opportunities, encouragement to try new things, and a sense of belonging (Joseph et al, 2016). Essential to strong peer networks is a child’s peer-related social competence, or a child’s ability to establish strong peer networks.…”

Section: Peer-related Social Competencementioning

confidence: 99%

“…Conversely, delays in social-emotional competence measured at age 4 predict the development of emotional and behavioral disorders (Bornstein et al, 2010). Deficits in social-emotional competence at a young age are likely to lead to negative outcomes including lack of school completion, recidivism, and substance abuse (Jones et al, 2015), and are unlikely to resolve without systematic intervention (Joseph et al, 2016). For children with or at risk for disabilities, deficits in social-emotional competence during preschool maintain and may even intensify into adolescence (Hauser-Cram & Woodman, 2016).…”

mentioning

confidence: 99%

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Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

Velez

Yoder

et al. 2020

Behavioral Disorders

We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).

“…Social skills—including the ability to participate appropriately in social activities—are predictive of later social and academic success and critical for children to successfully engage in typical early childhood contexts (Jones, Greenberg, & Crowley, 2015). For children with disabilities, deficits in social skills are not uncommon (Joseph, Strain, Olszewski, & Goldstein, 2016). Social skills for young children can be characterized by interactions and positive relationships with teachers and peers, cooperative play, and regulating and expressing emotions (Barton, 2014).…”

mentioning

confidence: 99%

Family Style Dining: Making the Most of Your Meals!

Locchetta

Domingo

Young Exceptional Children

2019

ocial skills-including the ability to participate appropriately in social activities-are predictive of later social and academic success and critical for children to successfully engage in typical early childhood contexts (Jones, Greenberg, & Crowley, 2015). For children with disabilities, deficits in social skills are not uncommon (Joseph, Strain, Olszewski, & Goldstein, 2016). Social skills for young children can be characterized by interactions and positive relationships with teachers and peers, cooperative play, and regulating and expressing emotions (Barton, 2014). Positive social interactions with peers are particularly critical for young children as these directly impact their ability to successfully participate in typical early childhood settings and eventually develop lasting friendships (Brown & Conroy, 2011). To address the relation between social skills and later success, high-quality early childhood settings must intentionally include instruction focused specifically on social skills. Mealtime is a ubiquitous routine in early childhood contexts that might be ideal for teaching social skills. Social skills can be taught systematically during mealtimes given their predictable structure and child-focused style (Spohn, Timko, & Sainato, 1999). Family style dining (FSD) can be used to support social 858676Y ECXXX10.1177/1096250619858676Young Exceptional ChildrenFamily Style Dining / Locchetta et al.