Fading Teacher Prompts Prom Peer‐initiation Interventions for Young Children With Disabilities

Abstract

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.

Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

“…Although all three studies were conducted in preschool or school settings, only one (Trembath et al, 2009) was aimed at increasing social interactions with peers rather than adults. This is unfortunate, as peers with typical development are ideal intervention agents for teaching social interaction skills to children with ASD because they serve as natural discriminative stimuli for social exchanges, thus promoting generalization and maintenance (Odom, Chandler, Ostrosky, McConnell, & Reaney, 1992).…”

Classwide Peer Tutoring: An Integration Strategy to Improve Reading Skills and Promote Peer Interactions Among Students With Autism and General Education Peers

“…Others have demonstrated the effectiveness of peer-and teacherdirected training to increase social skills of students with autism as well as to improve peer acceptance (see Odom, McConnell, & McEvoy, 1992;Shores, 1987;Simpson, Smith-Myles, Sasso, & Kamps, 1991, for reviews). Procedures include (a) the use of multiple peer exemplars (Fox, Shores, Lindeman, & Strain, 1986); (b) peer initiation, prompting, and reinforcement strategies (Goldstein, Kaczmarek, Pennington, & Shafer, 1992;Knapczyk, 1989;Odom, Chandler, Ostrosky, McConnell, & Reaney, 1992;Odom & Strain, 1986;Sasso, Hughes, Swanson, & Novak, 1987;Shafer, Egel, & Neef, 1984); and (c) group social games and affection activities (Brown, Ragland, & Fox, 1988;McEvoy, Twardosz, & Bishop, 1990).…”

Effects of Video Modelling on Training and Generalisation of Social Initiation and Reciprocal Play by Children With Autism

“…Third, not only were short video clips shown to be effective (i.e., 35 secs), but also these video presentations resulted in rapid changes in behaviour, that required no further prompts (in terms of video presentations) in subsequent assessments across other stimuli. This is important since it is common for children with autism to become prompt dependent as intervention procedures are often based on continuous prompting techniques (Lasater & Brady, 1995;Odom, Chandler, Ostrosky, McConnell, & Reaney, 1992). Finally, the generalised outcomes that occurred are in keeping with the This article is a version after peer-review, with revisions having been made (i.e., pre-publication version).…”