Individualized Peer-Mediated Interventions to Increase Young Children’s Social Competence

Q3 Social Sciences

Young Exceptional Children Pub Date : 2020-06-05 DOI:10.1177/1096250620928332

Jose R. Martinez, Debra A. Prykanowski, Chelsea W. Morgan

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引用次数: 2

Abstract

82 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620928332 DOI: 10.1177/1096250620928332 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Ms. Caroline is the lead teacher of an inclusive preschool classroom in a suburban school district that serves children and families from lowincome backgrounds. Yan Alberto, a 3-year-old boy, is one of 15 children in Ms. Caroline’s class. He is monolingual, communicates with twoto three-word utterances in English, and follows two-word requests. In the mornings, many centers are available and up to five children participate in each center. Ms. Caroline observes that Yan Alberto engages in parallel play during these centers. He plays with the toys available in each center, stays close to his peers, and appears interested in what his peers are doing. However, he hardly initiates toward them. Yan Alberto’s parents have also observed this behavior with his older sibling and during family gatherings. Ms. Caroline and Yan Alberto’s parents feel he would like to interact with peers but that he does not know how to initiate those interactions. In consultation with a behavior specialist from the school district, she learns that peer-mediated interventions (PMIs) may help teach Yan Alberto to initiate and respond to his peers. Social competence is the ability to achieve interpersonal goals by engaging in social behaviors that are appropriate and context-specific (Guralnick, 1992). Social competence 928332 YECXXX10.1177/1096250620928332Young Exceptional ChildrenPeer-Mediated Interventions / Martinez et al. research-article2020

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个体同伴中介干预提高幼儿社会能力

82 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, 2021年6月https://doi.org/10.1177/1096250620928332 DOI: 10.1177/1096250620928332 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood卡洛琳女士是郊区学区一个包容性学前班的首席教师，为低收入背景的儿童和家庭提供服务。3岁的男孩扬·阿尔贝托(Yan Alberto)是卡洛琳班上15个孩子中的一个。他只会说一种语言，用两到三个单词的英语进行交流，并遵循两个单词的请求。在早上，许多中心都是可用的，每个中心最多有五个孩子参加。卡洛琳注意到，扬·阿尔贝托(Yan Alberto)在这些中心进行平行游戏。他会玩每个中心提供的玩具，与同伴保持亲密关系，并对同伴正在做的事情表现出兴趣。然而，他几乎不主动向他们靠近。扬·阿尔贝托的父母也观察到他和哥哥在一起以及在家庭聚会时的这种行为。卡洛琳和扬·阿尔贝托的父母觉得他喜欢和同龄人互动，但他不知道如何开始这些互动。在咨询了学区的行为专家后，她了解到同伴调解干预(pmi)可能有助于教Yan Alberto主动和回应他的同伴。社会能力是通过参与适当的和特定情境的社会行为来实现人际目标的能力(Guralnick, 1992)。社会能力928332 yecxxx10.1177 /1096250620928332青少年特殊儿童同伴介导干预/ Martinez等人的研究-文章2020

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.