A Comparison of Peer Network and Peer Video Modeling to Increase Positive Verbal Social Interactions in Young Children With Disabilities

Abstract

The ability to engage in positive social interactions is an important goal for young children with developmental disabilities (DDs). Peer-mediated intervention (PMI), one category of interventions often employed with those who show social skill deficits, involves use of typical peers who live model appropriate behaviors. A second frequent category uses videos of actors who model appropriate behaviors, video modeling (VM). There were two purposes of this study. The first was to compare the relative effectiveness of peer networking (PN), a type of PMI, and peer video modeling (PVM), a type of VM, to determine which was better at increasing the number of positive verbal social interactions performed by young children with DDs. The second was to determine whether the positive effects of the best treatment generalized to the playground. Mixed findings revealed that PN was more effective than PVM for a child with autism and for a child with language delays with evidence of generalization and that both were equally effective for a third child. Neither was effective for the fourth and fifth participants.

Evidence from single case research on social skills interventions for preschoolers at‐risk for EBD: A scoping review and application of quality indicators

“…The reviewed studies included intervention packages using High scope curriculum (T. L. Stanton‐Chapman & Brown, 2015a; T. L. Stanton‐Chapman & Brown, 2015b; T. L. Stanton‐Chapman et al, 2006), social story (Benish & Bramlett, 2011; Zimmerman et al, 2019), social skills instructions (Anderson et al, 2018; Hundert & Houghton, 1992; Lewis, 1994; McConnell et al, 1991; Storey et al, 1994), video modeling (Green et al, 2013, 2017; Lemmon & Green, 2015; Oh‐young et al, 2018; Smart et al, 2016), and script training (Goldstein et al, 1988; Gronna et al, 1999). The most commonly used behavior strategies included in the packages were prompting, modeling and reinforcement.…”

“…;Lemmon& Green, 2015;Oh-young et al, 2018;Smart et al, 2016), and script training(Goldstein et al, 1988;T A B L E 5…”

Peer-Mediated Intervention to Teach Social Interaction to People with Autism: A Systematic Review

“…A total of 479 peers participated in the experiments (considering experiments that provided this information). Two studies did not describe the characteristics of the peers (Kamps et al, 2014;Lorah et al, 2014) and 68 (97.2%) provided information such as age, gender, number of peers, and presence or absence of developmental delay (see Table 2) (e.g., Oh-Young et al, 2018;Thomas & Bambara, 2020;Yuan & Chen, 2020).…”

“…One promising intervention for promoting the development of social skills in individuals with ASD involves teaching typically developing peers within the same age group to implement procedures based on analytic-behavioral principles (e.g., Alwahbi & Hua, 2021;McFadden et al, 2014;Oh-Young et al, 2018;Thomas & Bambara, 2020). Known as peer-mediated intervention (PMI), this intervention equips peers of individuals with ASD with skills to prompt, reinforce, initiate, and respond to social interactions initiated by individuals with ASD, either towards themselves or towards others.…”

Technology Tools Available for Implementing Social Skill Instruction

“…According to studies conducted by Bellini and Akullian (2007), VM is a useful tool in teaching social skills to students with disabilities. VM’s use ranges from increasing verbal social interactions (Oh-Young et al., 2018) to improving independent living skills (Aljehany & Bennett, 2019) to facilitating student self-instruction in daily scheduling (Shepley et al., 2018) to reducing inappropriate behaviors (Sadler, 2019). Studies conducted by Plavnick et al (2013) list VM as an effective and cost-efficient tool for teaching social skills to students with disabilities.…”