Karin Shafer - Academia.edu (original) (raw)
Papers by Karin Shafer
Http Dx Doi Org 10 1080 1045988x 1995 9944637, Jul 16, 2010
... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the Universit... more ... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the University of Pittsburgh, Pennsylvania; Kris English is Project Coordinator of the Child Language Intervention Program at the University of ... Jourii(l1 of ,4~t/i,siri (itid Dei~ulopiiim/(rl Di.vor~Ier.~. ...
Journal of Applied Behavior Analysis, 1992
This study investigated the effects of a peer-mediated intervention on the social interaction of ... more This study investigated the effects of a peer-mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were dearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention package for increasing interaction between children with and without disabilities.
This manual describes the buddy skills training program, which provides teachers with a set of te... more This manual describes the buddy skills training program, which provides teachers with a set of tested strategies designed to facilitate interactions and support the development of friendships between preschoolers with and without disabilities. The training procedures are philosophically based on social exchange theory. To support the concept of positive reciprocity and a shared responsibility for the developing relationship, buddy skills are taught to both members of a buddy pair. Features of the program include: (1) peer sensitization, designed to promote positive attitudes as well as prosocial behavior; (2) a versatile, across-the-day application, providing increased opportunities for interactions to occur and relationships to develop; (3) developmentally appropriate strategies that place a low demand on children; and (4) minimal use of adult prompting. In addition, training procedures take place within the regular curriculum, and because of the across-the-day implementation, ther...
Journal of Speech Language and Hearing Research, 1997
We examined the effects of a peer-mediated intervention package that taught typically developing ... more We examined the effects of a peer-mediated intervention package that taught typically developing children to be more aware of communicative attempts to classmates with disabilities, to use a small set of facilitative strategies ("Stay, play, talk"), and to distribute strategy use across the school day. A multiple baseline design across subjects was instituted with two cohorts of preschool children. Following baseline observations, a total of 8 target children with moderate development disabilities were eventually paired with trained peers who received "buddy training." One trained peer were taught facilitative strategies and encouraged to use them during classroom activities, consistent improvements in social interaction on the part of the trained peers and target children were demonstrated. Similar or more frequent interactions were demonstrated when trained peers were reassigned to different target children during generalization probes. In addition, treatment effects were revealed when comparing sequential analyses applied to the specific communicative behaviors across experimental conditions, in changes in target children's sociometric ratings, and in social validity judgments of videotapes from before and after treatment. This peer intervention approach has promise for improving the communicative interaction and social integration of children with disabilities attending inclusive preschools.
Preventing School Failure: Alternative Education for Children and Youth, 1995
... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the Universit... more ... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the University of Pittsburgh, Pennsylvania; Kris English is Project Coordinator of the Child Language Intervention Program at the University of ... Jourii(l1 of ,4~t/i,siri (itid Dei~ulopiiim/(rl Di.vor~Ier.~. ...
Exceptional Children, 1997
Http Dx Doi Org 10 1080 1045988x 1995 9944637, Jul 16, 2010
... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the Universit... more ... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the University of Pittsburgh, Pennsylvania; Kris English is Project Coordinator of the Child Language Intervention Program at the University of ... Jourii(l1 of ,4~t/i,siri (itid Dei~ulopiiim/(rl Di.vor~Ier.~. ...
Journal of Applied Behavior Analysis, 1992
This study investigated the effects of a peer-mediated intervention on the social interaction of ... more This study investigated the effects of a peer-mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were dearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention package for increasing interaction between children with and without disabilities.
This manual describes the buddy skills training program, which provides teachers with a set of te... more This manual describes the buddy skills training program, which provides teachers with a set of tested strategies designed to facilitate interactions and support the development of friendships between preschoolers with and without disabilities. The training procedures are philosophically based on social exchange theory. To support the concept of positive reciprocity and a shared responsibility for the developing relationship, buddy skills are taught to both members of a buddy pair. Features of the program include: (1) peer sensitization, designed to promote positive attitudes as well as prosocial behavior; (2) a versatile, across-the-day application, providing increased opportunities for interactions to occur and relationships to develop; (3) developmentally appropriate strategies that place a low demand on children; and (4) minimal use of adult prompting. In addition, training procedures take place within the regular curriculum, and because of the across-the-day implementation, ther...
Journal of Speech Language and Hearing Research, 1997
We examined the effects of a peer-mediated intervention package that taught typically developing ... more We examined the effects of a peer-mediated intervention package that taught typically developing children to be more aware of communicative attempts to classmates with disabilities, to use a small set of facilitative strategies ("Stay, play, talk"), and to distribute strategy use across the school day. A multiple baseline design across subjects was instituted with two cohorts of preschool children. Following baseline observations, a total of 8 target children with moderate development disabilities were eventually paired with trained peers who received "buddy training." One trained peer were taught facilitative strategies and encouraged to use them during classroom activities, consistent improvements in social interaction on the part of the trained peers and target children were demonstrated. Similar or more frequent interactions were demonstrated when trained peers were reassigned to different target children during generalization probes. In addition, treatment effects were revealed when comparing sequential analyses applied to the specific communicative behaviors across experimental conditions, in changes in target children's sociometric ratings, and in social validity judgments of videotapes from before and after treatment. This peer intervention approach has promise for improving the communicative interaction and social integration of children with disabilities attending inclusive preschools.
Preventing School Failure: Alternative Education for Children and Youth, 1995
... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the Universit... more ... Howard Goldstein is a professor of communication, psychiatry, and educa-tion at the University of Pittsburgh, Pennsylvania; Kris English is Project Coordinator of the Child Language Intervention Program at the University of ... Jourii(l1 of ,4~t/i,siri (itid Dei~ulopiiim/(rl Di.vor~Ier.~. ...
Exceptional Children, 1997