Teaching Social Skills to Preschoolers with Special Needs

Lowenthal, Barbara

doi:10.1080/00094056.1996.10521617

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…Specific methods must be implemented in the inclusive classroom to encourage higher levels of social interaction, including environmental arrangements, imitation of peers, teacher prompting, group affection strategies, peer-mediated intervention, and correspondence training in order to foster social skills development and interaction (Lowenthal 1996). In all strategies and interventions, the outcome goal is to increase social interactions between children with and without disabilities in inclusive environments.…”

Section: Strategies To Facilitate Social Skills Developmentmentioning

confidence: 97%

Effective Social Interaction Strategies for Inclusive Settings

Terpstra

Tamura

2007

Early Childhood Educ J

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Many strategies and interventions exist in the education of young children with disabilities. One area of intervention is that of social interaction, including social skills instruction, peer interaction strategies, and play skills. Interaction and social skill strategies for use with children with and without disabilities for the purpose of increasing social interactions between children with and without disabilities in educational settings is an area many educators of early childhood special education strive to find in an effective and easy to implement format. Several strategies from research are presented in this article. Only strategies that were demonstrated to be successful through reported research are discussed. Strategies are identified according to their ease of implementation and effectiveness.

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Section: Strategies To Facilitate Social Skills Developmentmentioning

confidence: 97%

Effective Social Interaction Strategies for Inclusive Settings

Terpstra

Tamura

2007

Early Childhood Educ J

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“…Peer interaction and socialization during the preschool years are important, but are common areas of concern for young children with disabilities (Guralnick, 2001;Lowenthal, 1996). More than half of children with disabilities are served in inclusive school settings for most of their day (U.S. Department of Education, Office of Special Education and Rehabilitation Services, 2010).…”

Section: Introductionmentioning

confidence: 99%

Peer Modeling of Commenting During Small Group Direct Instruction for Academic Behaviors

Urlacher

Wolery

Ledford

2016

Journal of Early Intervention

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During small group instruction, two groups of children-each group comprised of one child with a disability and two without disabilities-were taught to read words using a progressive time delay procedure (PTD). Apart from the children with disabilities, two typically developing peers in each group were taught to comment on tokens given for correct responding. Academic responding was similar to that in previous studies including older children, but observational learning of peers' words was variable within and across participants. Although adequate baseline comparisons were not possible and experimental control was not demonstrated, peers and one participant with a disability exhibited variable but increasing levels of commenting over time. Commenting increased over time in one generalization context (generalization across adults) and remained at low levels in the other (generalization across materials).

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“…The measure was designed after reviewing data sources and references; (Ahmed, 2009), (Lowenthal & Barbara, 2009), (Anonymous, 2010), (Remon, 2010), (Anonymous, 2011), (Adnan, 2011), (Anonymous, July;2015) which included: The quality of physical environment of the school and their relationship to the practice of motor activities; Quality standards for the preparation of preparatory education teacher issued in 2009; The standards mentioned by the Arab Organization for Education Culture and Science issued in 2010; The standards regarding primary education level issued in 2011; The standards issued by the National Authority to ensure the quality of education and accreditation -third version-in 2011. In addition to the following resources:…”

Section: Designing the Measurementioning

confidence: 99%

“…(Ahmed, 2009) -Reviewing the standards mentioned by "Lowenthal , Barbara" in 1999 represented in the following six fields: the standards concerning students -standards related to space and design -the standards concerning the aesthetic standards -standards related to the economic aspect -the standards concerning developmental characteristics of students -the standards concerning curriculum primary school students. (Lowenthal & Barbara, 2009) -The National Authority guidelines to ensure the quality of education and accreditation, National Authority for Quality Assurance and Accreditation of Education (NAQAAE) issued in 2010/2011 (Appendix 3). (Anonymous, July;2015)…”

Section: Designing the Measurementioning

confidence: 99%

“…The measure phrases have been formulated, after reviewing the scientific references (Lowenthal & Barbara, 2009), (Remon, 2010), (Adnan, 2011), (Anonymous, July;. And the following table shows the number of phrases for each axis of the measure according to the relative importance: 4that the scale of 60 phrases has been distributed on the scale axes according to the relative importance, which ranged between 15%: 26.6%.…”

Section: -Formulate Vocabulary For Each Axis Of the Measurementioning

confidence: 99%

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Designing a Physical Environment Measure according to the Quality Standards and Educational Accreditation for Primary Schools

Gabal

Mohamed

2016

The International Scientific Journal of Physical Education and

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This study aimed to design a school environment measure according to quality standards and educational accreditation to identify the effect of school environment on student's practice of motor activities in primary schools, in addition to identifying the differences between schools with and without quality of accreditation. The researchers used the descriptive method on a sample of primary education teachers in Sadat city in 2015/2016. The results of statistical analysis showed that implementation degree of the school environment measure according to the quality standards in schools with quality of accreditation improve the effectiveness of motor activities practice, with large proportion reached to 70.4%, compared to schools without the quality of accreditation, where the effectiveness of student's practice of motor activities proportion reached 39.9%.

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Teaching Social Skills to Preschoolers with Special Needs

Cited by 10 publications

References 13 publications

Effective Social Interaction Strategies for Inclusive Settings

Effective Social Interaction Strategies for Inclusive Settings

Peer Modeling of Commenting During Small Group Direct Instruction for Academic Behaviors

Designing a Physical Environment Measure according to the Quality Standards and Educational Accreditation for Primary Schools

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