Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Ledford, Jennifer R.; Wolery, Mark

doi:10.1177/0014402914563698

Cited by 27 publications

(25 citation statements)

References 32 publications

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“…First, the results of this study support previously published studies that used a 0- to 4-s PTD procedure to teach academic targets to children with and without disabilities (J. D. Lane et al, 2017; Ledford & Wolery, 2015; Reichow & Wolery, 2011). The findings indicate that PTD is an effective instructional method for children with MSD (severe classification of ASD and/or ID) and peers at-risk for academic failure.…”

Section: Discussionsupporting

confidence: 85%

“…This study adds to the literature on systematically teaching social behaviors to children with social delays; opportunities were embedded during small group academic instruction and utilized peer preferences as part of instruction (preferred items or characters on tokens; J. D. Lane et al, 2015; Ledford & Wolery, 2013, 2015). Teachers of children with social deficits or delays can maximize instructional time by concurrently teaching academic and social behaviors and using peers with typical social skills as models for socially appropriate behavior.…”

Section: Discussionmentioning

confidence: 99%

“…D. Lane, Gast, Ledford, & Shepley, 2017; J. D. Lane, Gast, Shepley, & Ledford, 2015; Ledford & Wolery, 2013, 2015), thereby increasing the efficiency of instruction in classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

Winstead

Lane

Spriggs

et al. 2019

Journal of Early Intervention

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Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

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Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

Winstead

Lane

Spriggs

et al. 2019

Journal of Early Intervention

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“…Ledford and Wolery (2015) replicated their findings with three children with disabilities and six same-age peers (ages 3–5 years). They expanded their previous findings to examine the effect of observational learning on peer-related sharing behavior.…”

Section: Small Group Instructionsupporting

confidence: 54%

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

Velez

Barton

Yoder

et al. 2020

Behavioral Disorders

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We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).

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“…The programme was implemented in small groups with approximately 10 children in each group in a music centre. Small‐group teaching has demonstrated its advantages in facilitating learning conditions and outcomes for preschool children (Ledford & Wolery, ). The musical training intervention comprised songs, rhythm and visual creativity to stimulate participants' awareness of music, encourage them to experience music‐making as fun and facilitate group interaction, with the overall aims of promoting happiness and enhancing quality of life among preschool children from low‐income families.…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of a musical training programme in promoting happiness and quality of life of underprivileged preschool children

Cheung

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To test the effectiveness of a musical training programme in promoting happiness and quality of life of Hong Kong Chinese underprivileged preschool children. Background The impact of poverty and income disparity on the psychological well‐being of children remains a profound global public health concern. There is substantial evidence that poverty and income disparity have many negative impacts on children's psychological well‐being, adversely affecting their quality of life. Methods A nonequivalent, quasi‐experimental, two‐group, pretest and post‐test, between‐subjects design was conducted with 171 Hong Kong Chinese underprivileged preschool children (aged 3–6 years). Participants (n = 100) in the experimental group attended a weekly 1‐hr musical training lesson for 12 weeks conducted by the Music Children Foundation. Participants (n = 71) in the wait list control group received the same training after all data had been collected. Data collection for both groups was conducted at baseline and 12‐week follow‐up. The measured outcomes were happiness level and quality of life. A TREND checklist was completed. Results Participants in the experimental group reported significantly higher levels of happiness (p = .002) and quality of life (p = .44) than those in the wait list control group. Conclusions The present study indicates the effectiveness of a musical training programme in promoting happiness and quality of life of Hong Kong Chinese underprivileged preschool children. It also demonstrated the feasibility of implementing the programme in a community context. Relevance to clinical practice This study aids to inform nurses the beneficial effect of the musical training programme in improving underprivileged children's psychological well‐being and quality of life. Indeed, community nurses may act as facilitators to promote the musical training programme to underprivileged children. The involvement of community nurses may greatly enhance the sustainability of the programme, thus making it to be a routine health promotion activity.

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Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Cited by 27 publications

References 32 publications

Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

Effectiveness of a musical training programme in promoting happiness and quality of life of underprivileged preschool children

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