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Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges
| Content Provider | Semantic Scholar |
|---|---|
| Author | Maich, Kimberly Hall, Carmen Rhijn, Tricia Van Squires, Kim |
| Copyright Year | 2018 |
| Abstract | Two preliminary pilot phases of a peer-mediated social skills program— Stay, Play, and Talk— within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and postintervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and postintervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties. |
| Starting Page | 82 |
| Ending Page | 104 |
| Page Count | 23 |
| File Format | PDF HTM / HTML |
| Volume Number | 28 |
| Alternate Webpage(s) | https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1230&context=eei |
| Alternate Webpage(s) | https://research.library.mun.ca/13398/1/Stay%20Play%20&%20Talk.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
