Facilitating Peer-Group Entry in Kindergartners With Impairments in Social Communication Purpose: This series of case studies examined the efficacy of intervention designed to teach peer-group entry skills to kindergartners with social interaction and communication deficits. Method: The participants were 3 kindergartners at the University of Washington Experimental Educational Unit (EEU) who were selected because of difficulty with peer-group entry and ... Research Article
Research Article  |   April 01, 2003
Facilitating Peer-Group Entry in Kindergartners With Impairments in Social Communication
 
Author Affiliations & Notes
  • Jill Selber Beilinson
    University of Washington, Seattle
  • Lesley B. Olswang
    University of Washington, Seattle
  • Contact author: Jill Selber Beilinson, 16300 SE 48th Drive, Bellevue, WA 98006.
    Contact author: Jill Selber Beilinson, 16300 SE 48th Drive, Bellevue, WA 98006.×
  • Corresponding author: e-mail: jsbeilinson@yahoo.com
Article Information
School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders / Research Articles
Research Article   |   April 01, 2003
Facilitating Peer-Group Entry in Kindergartners With Impairments in Social Communication
Language, Speech, and Hearing Services in Schools, April 2003, Vol. 34, 154-166. doi:10.1044/0161-1461(2003/013)
History: Received June 27, 2002 , Accepted February 3, 2003
 
Language, Speech, and Hearing Services in Schools, April 2003, Vol. 34, 154-166. doi:10.1044/0161-1461(2003/013)
History: Received June 27, 2002; Accepted February 3, 2003
Web of Science® Times Cited: 16

Purpose: This series of case studies examined the efficacy of intervention designed to teach peer-group entry skills to kindergartners with social interaction and communication deficits.

Method: The participants were 3 kindergartners at the University of Washington Experimental Educational Unit (EEU) who were selected because of difficulty with peer-group entry and cooperative play as compared to other children in the classroom. The intervention program included direct treatment of the children by the primary researcher and teachers in the classroom. The intervention was modeled on research describing a sequential peer-entry hierarchy that incorporated the children moving from low-risk strategies to high-risk strategies. Specifically, the treatment focused on teaching the children to use props to facilitate the production of high-risk verbal statements.

Results: Results demonstrated increases in (a) children’s use of props and verbal statements to enter peer groups, (b) cooperative play, and (c) time spent interacting with peers. Results also indicated that following treatment, the children’s behaviors more closely resembled those of their comparison peers.

Clinical Implications: Results are encouraging for suggesting strategies for working with kindergartners who exhibit social communication interaction problems. The data indicate that a combined speech-language pathologist/teacher intervention using modeling and prompting with visual stimuli may be successful in teaching children to use props and specific verbal statements as a means of entering peer groups and engaging in cooperative play.

ACKNOWLEDGMENTS
This research was completed as a requirement for the primary author’s master’s thesis. We would like to express our appreciation to the people who helped to make this research possible. We thank the teachers and families at the University of Washington Experimental Education Unit for allowing us to be a part of their classroom. We would also like to thank Allison Eely, who worked as the secondary coder. We are grateful to Ilene Schwartz, Laura Sargent, and Truman Coggins for their assistance in this project.
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