Making and Keeping Friends: A Thematic Unit to Promote Understanding of Peer Relationships in Young Children

Bhavnagri, Navaz Peshotan; Samuels, Barbara

doi:10.1080/00094056.1996.10522657

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…Parents' desires for their children to be more active in their social interactions is consistent with studies that have shown children with disabilities to initiate and sustain fewer interactions than nondisabled children (Brown, Odom, Li, & Zercher, 1999;Evans, Salisbury, Palombaro, Berryman, & Hollowood, 1992;Guralnick & Groom, 1988). It appears that even when these children voice the desire to have friends, they often seem unable to act on their own behalf.…”

Section: Discussionsupporting

confidence: 76%

“…In answer to these concerns, practitioners, researchers, and commercial publishers are identifying and developing strategies to help children develop and maintain friendships and other positive peer relationships (e.g., Bhavnagri & Samuels, 1996;Cooper & McEvoy, 1996;DeGeorge, 1998;Evans & Richardson, 1989;Forest & Pearpoint, 1992;Hamre-Nietupski et al, 1993;Haring & Breen, 1992;Lutfiyya, 1991;Searcy, 1996b;Stainback, Stainback, & Wilkinson, 1992). The effects of these strategies are evaluated with sociometric assessment, teacher or parent judgement, or behavioral observations.…”

mentioning

confidence: 99%

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Peer Relationships as Support for Children with Disabilities

Overton¹,

Rausch

2002

Focus Autism Other Dev Disabl

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This article reports the results of a study to determine what mothers of children with disabilities considered important social goals and valid measures of success for their children concerning friendship development. Three focus groups were convened, consisting of 11 mothers of elementary-age students with various disabilities. A thematic analysis suggested 9 peer-specific friendship goals for children with disabilities and 3 broader goals to which friendship was perceived to contribute. Assessment of outcomes would be expected to include indicators of both types of goals, and specific indicators were suggested along the dimensions of (a) quantity and breadth of contacts, (b) affect or quality of relationships, (c) duration and stability of relationships, (d) level of independence of action, (e) consistency with parental expectations, and (f) contribution to overall adjustment. Implications of this research are discussed for teachers, administrators, program and curriculum developers, and researchers. The authors conclude that efforts to affect the peer relationships of children with disabilities in meaningful ways should consider the impact relative to these parental goals and should be based upon indicators that parents consider relevant and credible.

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Section: Discussionsupporting

confidence: 76%

mentioning

confidence: 99%

Peer Relationships as Support for Children with Disabilities

Overton¹,

Rausch

2002

Focus Autism Other Dev Disabl

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“…Students relate to characters in the stories; therefore, when the characters use problem-solving skills, readers can learn new ways to resolve the matter at hand. Using children's literature can have positive results, especially when it is linked to the child's social and personal experiences (Bhavnagri & Samuels, 1996;Galda, 1983;Gross & Ortiz, 1994;Teglasi & Rothman, 2001). Carol Gray's social stories (Gray, 1994;Gray, 2002Gray, -2003Gray & White, 2002) take the use of children's literature one step further by using the child's actual experiences to facilitate social problem solving.…”

Section: What Does the Literature Say About Social Stories?mentioning

confidence: 99%