Overview of Research on Social Interaction: A Historical and Personal Perspective

Shores, Richard E.

doi:10.1177/019874298701200408

Cited by 44 publications

(13 citation statements)

References 28 publications

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“…12 For this paper, we focus on the development of ‘social interaction,’ which is the reciprocal process of initiating and responding to social stimuli presented by others. 13 We followed the work of Howes 14 and quantified the amount of time spent in 4 categories: peer interaction and teacher interaction, which are both referred to as ‘interactive’ behaviors, as well as parallel play and solitary, which are referred to as ‘non interactive’ behaviors.…”

Section: Introductionmentioning

confidence: 99%

Power Mobility and Socialization in Preschool

Ragonesi

Chen

Agrawal

et al. 2011

Pediatric Physical Therapy

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Purpose Our previous study found it feasible for a preschooler with cerebral palsy (CP) to use a power mobility device in his classroom but noted a lack of typical socialization. The purpose of this follow-up study was to determine the feasibility of providing mobility and socialization training for this child. Methods Will, a 3-year-old with CP, one comparison peer, two preschool teachers, and two therapists were filmed daily during a training and post-training phase. Adult-directed training was provided in the classroom by therapists and teachers during the training phase. Mobility and socialization measures were coded from video. Outcomes During training, Will demonstrated higher socialization but less mobility than the comparison peer. Post training, Will socialized less but was more mobile, though less mobile than the comparison peer. Discussion Short-term, adult-directed power mobility and socialization training appears feasible for the preschool classroom. Important issues regarding socialization and power mobility are discussed.

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Section: Introductionmentioning

confidence: 99%

Power Mobility and Socialization in Preschool

Ragonesi

Chen

Agrawal

et al. 2011

Pediatric Physical Therapy

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“…Carr and Darcy (1990), for example, used peer instruction and imitation training to improve play behaviors for students with severe autism. 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).…”

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confidence: 99%

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

Kamps

Barbetta

Leonard

et al. 1994

J of App Behav Analysis

231

163

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A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of wellspecified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15-to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

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“…For example, friendship awareness activities and peer tutor programs have been implemented in school settings (e.g., Fritz, 1990;Haring, Breen, Pitts-Conway, Lee, & Gaylord-Ross, 1987;Shores, 1987), and a few experimental studies have been conducted in residential settings. Such studies have included teaching social behaviors in an institutional setting (Dong, 1977;Singh & Winton, 1983), fostering social integration and friendship in the local community (Cooley, Singer, & Irvin, 1989;Newton & Homer, in press), increasing social initiations and reciprocal interactions in the natural home (James & Egel, 1986), and training peer tutors to teach community skills to individuals with disabilities (Blew, Schwartz, & Luce, 1985).…”

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confidence: 99%

Using a Social Guide to Improve Social Relationships of People with Severe Disabilities

Newton

Horner

1993

Journal of the Association for Persons with Severe Handicaps

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Staff members of community-based residential programs serving individuals with intellectual disabilities often have difficulty helping participants develop social relationships with communitymembers. A "social guide model"taught staff of an apartment-based residential program to use a set of"community network strategies" to improve the social relationships ofthree women with disabilities. Resultsdemonstrated afunctional relationship between staffmembers' use ofthe strategies under the supervision ofthe social guide model and increases in the size of participants' social networks and the frequency with which they experienced social integration. The intervention also wasassociated witha higher weekly rate of introduction of new network members and a higher rate of socially integrated activities per network memberper week. Gains generally were maintained during a follow-up period, with a regular staff memberassuming-the roleofsocialguide.DESCRIPTORS: applied behavior analysis, community-based programs, mental retardation, quality of life, residential programs, social interaction Outcomes related to the social relationships of people with disabilities are commanding attention as important indicators of quality of life (Haring, 1991; Kennedy, Homer, & Newton, 1989, 1990O'Connor, 1983;Rowitz, 1985). An existing body of research demonstrates a beneficial relationship between social support and both mental and physical health (e.

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Overview of Research on Social Interaction: A Historical and Personal Perspective

Cited by 44 publications

References 28 publications

Power Mobility and Socialization in Preschool

Power Mobility and Socialization in Preschool

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

Using a Social Guide to Improve Social Relationships of People with Severe Disabilities

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