Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Jennifer R. Ledford, J. Pustejovsky
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引用次数: 12

Abstract

Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).
停留-游戏-谈话干预对改善幼儿社会行为的系统评价与元分析
停留-游戏-交谈(SPT)是一种同伴中介干预,包括培训同伴实施者与残疾或社交能力较低的焦点儿童保持接近、玩耍和交谈。这项系统回顾和荟萃分析调查了SPT干预措施实施的背景,评估其效果的研究方法的充分性,以及同伴实施者和重点儿童的结果。研究主要发生在自由游戏活动期间的包容性学前环境中,研究人员充当促进者。平均效果对同伴实施者和焦点儿童都是积极和实质性的,尽管在研究中观察到相当大的异质性。需要进一步的研究来确定同伴实施者和焦点儿童的哪些特征会影响干预的成功,对于具有复杂沟通需求的儿童需要进行哪些修改,以及最佳的程序变化(例如,小组规模、训练时间)。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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