Normative and Descriptive Analysis of Preschool Free Play Social Interaction Rates

Greenwood, Charles R.; Walker, Hill M.; Todd, Nancy M.; Hops, Hyman

doi:10.1093/jpepsy/6.4.343

Cited by 41 publications

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“…Van Houten (1979) has suggested that norms of competent individuals can be used as social validity standards against which treatment effects may be compared. Though frequencies of the nonhandicapped dassmates' social interactions were not obtained in this study, Greenwood, Walker, Todd, and Hops (1981) have provided social interaction rate norms for 461 preschoolers in Eugene, Oregon. Total interaction rates for 3-and 4-year-old males were 0.53 and 0.69, respectively, and the authors stated that initiation rates were approximately half of the total interaction rates.…”

Section: Discussionmentioning

confidence: 92%

Increasing Handicapped Preschoolers' Peer Social Interactions: Cross‐setting and Component Analysis

Odom¹,

Hoyson²,

Jamieson³

et al. 1985

J of App Behav Analysis

193

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The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across dassroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer-initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool-aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third dassroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the students.DESCRIPTORS 3 increase the subjects' levels of positive social interaction.Critics of peer-initiation interventions and other behavioral forms of social skills training assert that positive social interaction is increased without regard to the quality of the behaviors targeted for treatment (Gresham, in press). However, in a recent study designed to identify potential target behaviors for social skills interventions, Strain (1983a) observed the social interactions of handicapped children who had received high sociometric ratings by their nonhandicapped classmates and a second group who received low ratings. High-rated children shared materials, organized play, assisted with tasks, were affectionate, and responded positively to peers' social initiations more often than did lowrated children. Low-rated children were involved in negative social interactions more frequently than high-rated children. One purpose of our investigation was to examine the feasibility and efficacy of using the set of behaviors Strain identified as behavioral targets in a peer-initiation intervention with young, behaviorally handicapped children.

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Section: Discussionmentioning

confidence: 92%

Increasing Handicapped Preschoolers' Peer Social Interactions: Cross‐setting and Component Analysis

Odom¹,

Hoyson²,

Jamieson³

et al. 1985

J of App Behav Analysis

193

View full text Add to dashboard Cite

show abstract

“…The children significantly increased the amount of positive social reinforcement received from their teachers. Thus, children's social skills affect how they are perceived and responded to by their teachers as well as their peers, parents, and significant others (see Cartledge & Milburn, 1978;Greenwood, Walker, Todd, & Hops, 1977;Harper, 1976).…”

Section: Academic Acffievementmentioning

confidence: 99%

“…Gottman (1977) and Gottman, Gonso, and Rasmussen (1975) suggest that a low rate of social interaction is not necessarily dysfunctional whereas low social acceptance, as measured by choice statements by peers, appears to be a more important factor. Sociometric measures have been shown to correlate moderately with various measures of social competence (Feldhusen et al, 1970(Feldhusen et al, , 1973Greenwood, Walker, Todd, & Hops, 1977), predict delinquency (Kohn, 1977;Roff & Hasazi, 1977), and problematic adult adjustment Stengel, 1971).…”

Section: Assessment Of Sooal Skills 27mentioning

confidence: 99%

Social Skills Assessment and Training with Children

et al. 1983

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A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. This limited facsimile edition has been issued for the purpose of keeping this title available to the scientific community. ISBN 978-1-4899-0350-1 ISBN 978-1-4899-0348-8 (eBook) All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher Ellin and Karen To my parents, Anna and Gilbert, and my grandparents In memoriam, to my mother, Sibyl Wood, and my grandmother, Lora Franz Nicole and Michelle U affective-sociaI" cunicula of all schoolchildren. Ideally, this critical area of child development will be systematically taught in all schools as a standard and natural part of the educational process.A book such as this one requires a multitude of talents, the help of friends, and often hidden, but nevertheless vital, resources. We would first like to express our deepest appreciation to Karen Marchione, who conducted countless social skills training sessions, and because her intelligence, sensitivity, and clinical expertise helped refine this book's contents. Our gratitude is warmly extended to Sharon Foster, who provided a cogent, incisive, and detailed review of the draft, and whose feedback contributed greatly to the final form of the book. We would also like to extend much deserved thanks to Lollie

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“…The first level of child selection involved the five teachers rating their pupils on two rating forms designed to assess academic and social competence. The first rating scale (available from the authors) included items selected from two previous studies of academic and social competence in the early school grades: Swift and Spivack (1968) and Greenwood, Walker, Todd, and Hops (1978). The 16 positive behavioral characteristics included those from the Swift and Spivack and Greenwood, et al, studies that: (a) were shown to correlate with concurrent, school-determined indices of competence (e.g., no prior referral for testing or special services; positive teacher evaluations; grade-level or above average achievement); and (b) were demonstrated to be amenable to teachermediated intervention.…”

Section: Subjectsmentioning

confidence: 99%

Relationships between self-concept and directly observed behaviors in kindergarten children

et al. 1983

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Twenty kindergarten children who were nominated by teachers as not being socially and academically competent (low-rated) and 36 kindergarten children who were nominated by teachers as competent (high-rated) participated in this study. Selfconcept and academic achievement data were gathered on each subject. In addition, all children were observed in class, with particular attention to compliance/noncompliance with adult requests, on-task/off-task behavior, and positive/negative social behaviors with peers. The results indicate that: (a) The factor structure of the self-concept instrument (Primary Self-concept Inventory) was replicated in both groups of children. (b) There were no significant differences in self-concept scores among high-vs. low-rated children. (c) There were profound differences in academic and social behaviors that were found to covary with positive self-evaluations within the two study groups. In general, high-rated children who felt best about themselves were higher achievers and more compliant than were their study group cohorts. Lowrated children who felt best about themselves were, on the contrary, more off-task, more negative in their peer contacts, and inferior academically to their study group cohorts.Failure in the early school grades, be it related to the acquisition of math facts or the development of close peer relations, is a problem of enormous magnitude. After an exhaustive review of problem behavior referral and incidence data, Strain, Cooke, and Apolloni (1976) concluded that approximately 15% of all elementary school children exhibit delayed or deviant social behaviors that require careful, systematic intervention. Moreover, Becker and Carnine (1980) maintain that approximately 10% of all elemen-

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Normative and Descriptive Analysis of Preschool Free Play Social Interaction Rates

Cited by 41 publications

References 0 publications

Increasing Handicapped Preschoolers' Peer Social Interactions: Cross‐setting and Component Analysis

Increasing Handicapped Preschoolers' Peer Social Interactions: Cross‐setting and Component Analysis

Social Skills Assessment and Training with Children

Relationships between self-concept and directly observed behaviors in kindergarten children

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