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A Follow-Up of Social Skills Instruction for Preschoolers with Developmental Delays.
Peer reviewed Peer reviewed
Storey, Keith; And Others – Education and Treatment of Children, 1992
Six students with developmental delays and low levels of social interaction in preschool settings were followed during kindergarten to assess one-year maintenance effects of a peer-mediated social skills intervention program. Results indicated students continued to interact with peers at higher than baseline levels and were rated as within the…
Descriptors: Developmental Disabilities, Early Intervention, Followup Studies, Instructional Effectiveness
Reflections on "Use of Classroom Assistants and Peer-Mediated Intervention to Increase Integration in Preschool Settings."
Peer reviewed Peer reviewed
Storey, Keith – Exceptionality: A Research Journal, 1993
This commentary on EC 606 262 (a study on the effectiveness of peer-mediated intervention on the social behavior of eight socially withdrawn preschoolers) emphasizes the importance of assessing multiple measures of integration, the need to implement research in real world settings, and the need for research on enhancing generalization and…
Descriptors: Early Intervention, Generalization, Instructional Effectiveness, Maintenance
Assessing Integration in Early Childhood Education: Clique Analysis of Social Interactions.
Peer reviewed Peer reviewed
Storey, Keith; And Others – Education and Treatment of Children, 1995
In this study, clique analysis methodology was used to analyze the social interaction of preschoolers (two with social delays and four nondelayed) in a nontraining or generalization setting. Analysis suggested that students with social delays became more integrated during free-play times following peer-mediated instruction. (Author/DB)
Descriptors: Developmental Delays, Early Childhood Education, Generalization, Interaction Process Analysis