Children as Instructional Agents for Handicapped Peers

Young, Clifford C.

doi:10.1007/978-1-4899-2180-2_9

Cited by 10 publications

(3 citation statements)

References 21 publications

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“…Adult models were included in this study as an additional source of independent examination. In some cases, child modeling has been criticized as a teaching strategy that may require too many outside resources or too much teacher time to completely train and employ individual models for effective use in educational settings (Young, 1981). Nonetheless, proponents of inclu- sion feel that the potential benefits of child modeling outweigh these costs and further emphasize that social benefits, such as increased peer interaction, justify the necessity of using additional peer modeling strategies.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, although in some studies peer models succeeded in teaching novel behaviors, additional prompting or adult intervention was necessary before the subjects provided any consistent imitative response (Blew, Schwartz, & Luce, 1985;Carr & Darcy, 1990;Peck et al, 1978). Some researchers thus have suggested that unless the peer model is to be used on multiple occasions to teach multiple students, this strategy may require too much valuable teacher time that could be better used for direct instruction (Young, 1981).…”

Section: Peer Modeling and Autismmentioning

confidence: 99%

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Siblings, Peers, and Adults

Jones

Schwartz

2004

Topics in Early Childhood Special Education

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E mploying typically developing children and adults as models of appropriate behavior for children with autism and other developmental disabilities has been a common practice for more than four decades, and peer modeling serves as one of the theoretical cornerstones of inclusion and related innovations. In addition to examining adult and peer modeling, this study extends previous modeling research by including a subset of peers-siblings. The authors employed a parallel-treatments single-subject design counterbalanced across stimulus sets and replicated across three participants to extend previous research on the effectiveness of peers, siblings, and adults as models for teaching novel language skills to children with autism spectrum disorder. Participants learned the target skills under all three modeling conditions.

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Section: Discussionmentioning

confidence: 99%

Section: Peer Modeling and Autismmentioning

confidence: 99%

Siblings, Peers, and Adults

Jones

Schwartz

2004

Topics in Early Childhood Special Education

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“…Although teachers are competent models, they find it difficult to continually attend to the instructional needs of each student. Students with learning or other handicaps benefit most from one-to-one or small-group instruction (Young, 1981). Peers may serve as useful adjuncts to the regular classroom instructional program.…”

Section: Social Skills Trainingmentioning

confidence: 99%

Peer Models and Children's Behavioral Change

Schunk¹

1987

Review of Educational Research

216

283

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This article critically reviews the research literature on peer modeling among children as a function of model attributes. Peer modeling is hypothesized to depend in part on perceived similarity between model and observer. Similarity serves as an important source of information for gauging behavioral appropriateness, formulating outcome expectations, and assessing one's self-efficacy for learning or performing tasks. Research is reviewed on the effects of model age, model sex, model competence, number of models, and model background. Peer models can foster diverse types of behavioral change in children, but attribute similarity does not automatically enhance modeling. The conditions under which similarity promotes behavioral change are discussed. Future research needs to assess children's self-perceptions, as well as maintenance and generalization of behavioral changes. It is suggested that classroom peers can help train social skills, enhance self-efficacy, and remedy skill deficiencies. Article: Modeling is an important means of acquiring skills, beliefs, and novel behaviors (Bandura, 1986; Rosenthal & Zimmerman, 1978). In school, teachers serve as powerful models for children, but children also are exposed to many peers who are the same age and who often are similar in other ways (e.g., sex, competence). Peer models can affect many aspects of children's lives (Hartup & Lougee, 1975). The purpose of this article is to critically review the literature on peer modeling among children as a function of various model attributes. As used throughout this article, peer denotes a child who is roughly equivalent in development to the observer, model is an individual whose behaviors, verbalizations, and expressions are attended to by the observer and serve as cues for subsequent modeling, and modeling refers to behavioral change that derives from observing others (Berger, 1977; Field, 198 1; Hartup, 1978).

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Applied behavior analysis and the movement to restructure schools: Compatibilities and opportunities for collaboration

Köhler

Strain

1992

J Behav Educ

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Children as Instructional Agents for Handicapped Peers

Cited by 10 publications

References 21 publications

Siblings, Peers, and Adults

Siblings, Peers, and Adults

Peer Models and Children's Behavioral Change

Applied behavior analysis and the movement to restructure schools: Compatibilities and opportunities for collaboration

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