Teaching Retarded Preschoolers To Imitate the Free-Play Behavior of Nonretarded Classmates: Trained and Generalized Effects

Abstract

Two peer-imitation training procedures were applied to increase the imitation between retarded and nonretarded children in integrated preschool settings. Baseline observations revealed low rates of imitation and social interaction between retarded and nonretarded classmates under naturalistic conditions. A simple training procedure, consisting of adultdelivered prompts and social reinforcement, was employed to increase the retarded children's imitation of their nonretarded classmates' free-play behavior. Demonstrations of training effects were made utilizing both multi-element baseline and multiple baseline designs. Data collected under nontraining conditions indicated maintenance of peer-imitation effects. Increases in reciprocal social interaction between retarded and nonretarded children were also noted under taining and nontraining conditions.

Teaching Imitation to Young Children With Disabilities: A Review of the Literature

“…The opportunity for observational learning is a long-standing argument for including children with disabilities in educational environments with typically developing peers (Bricker, 1978). However, observational learning in natural contexts may not occur without the presence of specific instruction (e.g., Peck, Apolloni, Cooke, & Raver, 1978). Almost half of 3 to 5 year olds with DD, ASD, and ID participate in learning environments with typically developing peers (U.S. Department of Education, 2009).…”

“…In all but one of these studies, a single model was used. Peck et al (1978) used peers present in free play as the models but did not specify how many models were used. One of the late studies used a single peer model, seven used a single adult model, and two used multiple peer models.…”

“…One early study and one late study measured verbal imitation (Gazdag & Warren, 2000;Raver et al, 1978), and three late studies measured motor and verbal imitation (Hwang & Hughes, 1995;Ingersoll & Schreibman, 2006;Young, Krantz, McClannahan, & Poulson, 1994). Imitation was quantified as percent of opportunities in five studies (Apolloni et al, 1977;Carr & Darcy, 1990;Parsons & Davey, 1978;Venn et al, 1993;Young et al, 1994), percent of intervals including an imitative response in two studies (Hwang & Hughes, 1995;, and number of imitations for a specified time or per session in seven studies (Garfinkle & Schwartz, 2002;Gazdag & Warren, 2000;Hwang & Hughes, 2000;Ingersoll & Gergans, 2007;Metz, 1965;Peck et al, 1978;Raver et al, 1978). One study reported multiple imitation outcomes, with verbal imitation reported as percent of intervals and object imitation with or without verbal imitation reported as percent of opportunities (Ingersoll & Schreibman, 2006).…”

Social Interactions of Retarded Children: Generalization from Mainstream to Special School

“…The most rigorous test of any treatment program is whether gains established in training settings generalize to other settings (Peck, Apolloni, and Raver, 1978). The present results indicate that part-time attendance at a mainstream school may be sufficient to promote desirable social behaviour during free play in another setting, namely the special school.…”

Normal Children as Tutors to Teach Social Responses to Withdrawn Mentally Retarded Schoolmates: Training, Maintenance, and Generalization

“…Since many essential skills are learned and strengthened in the context of social interaction, promoting the interaction of retarded children with their peers has been the objective of several intervention programs. These programs were aimed at training imitation (Apolloni, Cooke, & Cooke, 1977;Guralnick, 1976;Paloutzian, Hasazi, Streifel, & Edgar, 1971;Peck, Apolloni, Cooke, & Raver, 1978) as well as at increasing positive physical contact, communication, and/or cooperation (Gable, Hendrickson, & Strain, 1978;Morris & Dolker, 1974;Petersen, Austin, & Lang, 1979;Strain, 1975Strain, , 1977Strain, Shores, & Kerr, 1976;Strain, Shores, & Timm, 1977;Strain & Timm, 1974;Whitman, Mercurio, & Caponigri, 1970;Young & Kerr, 1979).…”