An Adaptation of Stay Play Talk for Young Children Who Exhibit Social Withdrawal

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL Journal of Positive Behavior Interventions Pub Date : 2024-11-12 DOI:10.1177/10983007241276559
Abby L. Taylor, Mary Louise Hemmeter, Jennifer Ledford, Kristen L. Granger, Anna C Reimers, Sarah J. Basler
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Abstract

Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.
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为表现出社交退缩的幼儿改编 "逗留游戏谈话 "课程
促进与同龄人的积极关系是对表现出社交退缩的儿童的重要支持。表现出极度害羞或被认定为自我孤立的儿童有可能出现内化状况,这也会导致社交和学习成绩不佳。这些儿童可能会受益于有针对性的支持,以发展与同伴的关系。确定有效的社交干预措施,为学前班中表现出社交退缩等内化行为的儿童提供支持,是一项关键需求。本研究采用了跨三个焦点儿童的非并发多基线设计,以检验 "待着、玩着、说着"(SPT)的改编版(包括同伴选择)对社交退缩幼儿社交游戏估计持续时间的影响。结果发现,实施包含同伴选择的 "停留、游戏、交谈"(SPT)与焦点幼儿的社交游戏之间存在函数关系。这项研究表明,对于增加班级中社交退缩的学龄前儿童的社交游戏而言,包含同伴选择的 SPT 可能是一种有效且符合社会需求的干预措施。我们还需要进行更多的研究,以更好地了解这种经过调整的 SPT 干预措施在较长时间的实施过程中对儿童的社交网络、更广泛的社交情感发展以及特定的内化行为有多大的影响。
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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.
期刊最新文献
Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study An Adaptation of Stay Play Talk for Young Children Who Exhibit Social Withdrawal Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study
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