An Intervention Hierarchy for Promoting Young Children's Peer Interactions in Natural Environments

Abstract

Young children's peer-related social competence has been viewed as a critical developmental competency during early childhood. Nevertheless, a number of young children, particularly young children who have disabilities or who are at risk for disabilities, have peer interaction difficulties. During the last several decades, various intervention strategies for improving young children's peer interactions have been developed, refined, and evaluated in early childhood programs. This article presents a conceptual framework based on an intervention hierarchy for assisting interventionists in deciding how to promote the peer interactions of young children with peer-related social competence difficulties in natural environments. We discuss making developmentally appropriate and inclusive early childhood programs the foundation for improved peer interactions. Several illustrative and empirically validated intervention strategies for these children are presented and recommendations are made regarding flexible employment of the hierarchy to individualize peer interaction interventions.

Peer relations in inclusive classes

“…Children with disabilities find it difficult to establish interaction with other children (Brown, et al, 2001), they are faced with problems in making friends and have a limited number of peers with whom they can develop friendship (Saenz, 2003). Most children with disabilities manage to have at least one friend (Wendelborg & Kvello, 2010) when attending regular schools that actively engage in inclusion, receive more social support and have more long-lasting friendships (Wendelborg & Kvello, 2010).…”

We Can All Participate! Adapting Circle Time for Children With Autism

“…Children with autism are more likely to observe and model peers when proximity is consistently high (Strain et al, 2001). Teachers can take advantage of peer proximity during circle time by embedding peer imitation games (Garfinkle & Schwarz, 2002), friendship activities (Brown & Conroy, 1997;Brown, Odom, & Conroy, 2001), or explicit social skills training (Brown et al, 2001;Odom & McConnell, 1993 …”

The Role of Child’s Temperament Predictor on Preschool Social Competence

“…Children gain peer-based social competence during the preschool period. If children encounter problems or failures in their peer relationships in this period, this will pose a risk for them in the future in terms of behavior and social maladjustment (Brown, Odom, & Conroy, 2001). If children show more positive interactions and more collaborative plays in comparison to their aggressive or introverted peers, they are accepted more by their peers (Sette, 2012).…”