Effectiveness of a Peer-Helper Intervention to Increase Children's Social Interactions

Abstract

Peer-mediated interventions are being used increasingly with a variety of populations. This study examined the impact of a peer-helper intervention on the low rates of prosocial interactions of three-elementary-school children. Two peers from each child's classroom were trained as helpers to increase the social interactions of the socially isolated children. A multiple-baseline across-subjects design was used to demonstrate the impact of the intervention, and a within-subject A-B-A withdrawal design was used to assess maintenance. Behavioral observations during recess periods indicated that positive interactions with peer helpers and other classmates increased during intervention and were maintained in withdrawal and follow-up phases. Increases in positive interactions generalized to a second recess setting in which the peer-helper intervention was not introduced. The positive social interactions of all subjects reached social-validation levels of comparison groups of peers in the observation settings. Classroom sociometric assessment and teacher and self-report measures provided variable support for the effectiveness of intervention.

Social Withdrawal and Shyness

“…Some previous interventions employed teachers and other adults to provide instruction and to prompt, praise, and reinforce social behaviors (e.g., Lindeman, Fox, & Redelheim, 1993 ;Storey, Smith & Strain, 1993 ). Other researchers have developed interventions that make extensive use of peers (Christopher, Hansen, & MacMillan, 1991 ). For example, Fantuzzo, Stovall, Schachtel, Goins, and Hall (1987) trained more sociable children to make competent social initiations to withdrawn peers as means of encouraging more positive social experiences.…”

‘Play skills’ for shy children: development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers

“…Peer-mediated interventions may include providing peers with incentives or training to increase their rate of positive social interaction, or pairing withdrawn children with more sociable peers (e.g. Christopher, Hansen, & MacMillan, 1991;Fantuzzo, Stovall, Schachtel, Goins, & Hal, 1987).…”

Primary Prevention of School-Based Violence: A Developmental Risk and Resilience Model for School Psychologists

“…Some approaches have focused on the use of peer-managers (Christopher, Hansen, & MacMillan, 1991;Sugai & Chanter, 1989), while others have focused on teacher positive reinforcement and modeling (LeBlanc & Matson, 1995;Middleton & Cartledge, 1995;Ninness, Ellis, Miller, Baker, & Rutherford, 1995). These studies all advocate for the benefits of social skills training in the classroom and in the school for reduction of such antisocial behavior as teasing, bullying, and aggressive behavior.…”