Goldstein H, Ferrell D R
Department of Communication, University of Pittsburgh, PA 15260.
J Speech Hear Disord. 1987 Aug;52(3):200-11. doi: 10.1044/jshd.5203.200.
A peer-mediated intervention designed to promote communicative interaction by 3 handicapped children with behavioral, social, and communicative deficits in an integrated preschool was evaluated. All 6 normally developing preschoolers in the class were taught facilitative strategies. A multiple baseline design across subjects was used in combination with withdrawal designs for 2 of the subjects. Significant increases in communicative interaction occurred when the peers were prompted to use the strategies with the 3 handicapped classmates. In particular, increases in the handicapped children's response rates were demonstrated during free play observations. In addition, fewer initiations by the handicapped children during the peer intervention was shown to be attributable to reductions in teacher prompting. Generalization to other settings was demonstrated by 1 subject. Although most strategy use by peers was prompted during the initial intervention phases, prompting dropped gradually while peer strategy use was maintained by the end of the study. Results of this study have implications for refining our ability to tailor interventions individually to improve treatment effectiveness based upon the characteristics of handicapped children.
对一种同伴介导的干预措施进行了评估，该措施旨在促进3名在综合幼儿园中有行为、社交和沟通缺陷的残疾儿童的交流互动。班级中所有6名发育正常的学龄前儿童都学习了促进策略。采用跨受试者的多基线设计，并结合对2名受试者的撤因设计。当同伴被促使与3名残疾同学使用这些策略时，交流互动显著增加。特别是，在自由玩耍观察期间，残疾儿童的反应率有所提高。此外，在同伴干预期间，残疾儿童发起的行为减少被证明是由于教师提示的减少。1名受试者展示了向其他场景的泛化。尽管在初始干预阶段，同伴的大多数策略使用是被提示的，但提示逐渐减少，而同伴策略的使用在研究结束时仍得以维持。本研究结果对于提高我们根据残疾儿童的特点量身定制干预措施以提高治疗效果的能力具有启示意义。
