An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay

Chen Luhua; Yu Suhong

doi:doi:10.11648/j.si.20231103.24

| Peer-Reviewed

An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay

Chen Luhua, Yu Suhong

Published in Science Innovation (Volume 11, Issue 3)

Received: 5 May 2023 Accepted: 7 June 2023 Published: 14 June 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.

Published in	Science Innovation (Volume 11, Issue 3)
DOI	10.11648/j.si.20231103.24
Page(s)	169-174
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Peer-Mediated Interventions, Children with Developmental Delays, Social Interaction, Action Research

References

[1]	美国精神医学学会. 精神障碍诊断与统计手册 [M]. 北京: 北京大学出版社, 2016.
[2]	转引自朱晓晨. 发展迟缓幼儿社会技能的家长执行干预案例研究 [硕士学位论文]. 上海: 华东师范大学, 2013.
[3]	Carla A D, Donald P O. Peer-mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 2002, 17 (4): 198–207.
[4]	Gunning C, Breathnach Ó, Holloway J, et al. A systematic review of peer-mediated interventions for preschool children with autism spectrum disorder in inclusive settings [J]. Review Journal of Autism and Developmental Disorders, 2019, 6 (1): 40–62.
[5]	Bellini S, Gardner L, Hudock R, et al. The use of video self-modeling and peer training to increase social engagement in preschool children on the autism spectrum [J]. National Association of school Psychologist, 2016, 10 (2): 207-219.
[6]	陈向明. 质的研究方法与社会科学研究 [M]. 北京: 教育科学出版社, 2000: 455.
[7]	鄭雅莉. 繪本教學介入發展遲緩幼兒同儕互動之個案研究 [J]. 特殊教育季刊, 2013, 124: 37-54.
[8]	Sandall S R, Schwartz I S. 学前融合教育课程建构模式 [M]. 卢明, 魏淑华, 翁巧玲译. 台北: 心理出版社, 2008: 41.
[9]	Wolery M, Wilbers J S. 学前融合教育方案 [M]. 钟梅菁, 吴金花译. 台北: 华滕文化股份有限公司, 2012: 6-21-6-22.
[10]	戴蕃. 角色游戏情境下幼儿互动水平及特点的研究 [硕士学位论文]. 南京: 南京师范大学, 2011.
[11]	Maithri S, Tara A F. Using common interests to increase socialization between children with autism and their peers. Research in Autism Spectrum Disorders, 2018, (51): 1-8.
[12]	Reynolds M A, Holdgrafer G. Social-Communicative Interactions of Preschool Children with Developmental Delays in Integrated Settings: An Exploratory Study [J]. Topics in Early Childhood Special Education, 1998, 18 (4): 235-242.
[13]	Jaggy A-K, Perren S, Mainhard T, et al. The emergence of dyadic pretend play quality during peer play: The role of child competence, play partner competence and dyadic constellation [J]. Social Development, 2020, 29 (4): 976-994.
[14]	Ganz J B, Flores M M. Effects of the use of visual strategies in play groups for children with autism spectrum disorders and their peers [J]. Journal of Autism and Developmental Disorders, 2008, 38 (5): 926–940.
[15]	Katz E, Girolametto L. Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings [J]. Topics in Early Childhood Special Education, 2013, 33 (3): 133–143.
[16]	Velez M S, Barton E E, Yoder P J, et al. Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context [J]. Behavioral Disorders, 2021, 46 (2): 67–79.
[17]	Johnson D W, Johnson R T. An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning [J]. Educational Researcher, 2009, 38 (5): 365–379.
[18]	Taylor S V, Leung C B. Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning [J]. Early Childhood Education Journal, 2020, 48 (1): 1–10.

Cite This Article

Plain Text BibTeX RIS

APA Style

Chen Luhua, Yu Suhong. (2023). An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Science Innovation, 11(3), 169-174. https://doi.org/10.11648/j.si.20231103.24

Copy | Download

ACS Style

Chen Luhua; Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci. Innov. 2023, 11(3), 169-174. doi: 10.11648/j.si.20231103.24

Copy | Download

AMA Style

Chen Luhua, Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci Innov. 2023;11(3):169-174. doi: 10.11648/j.si.20231103.24

Copy | Download

@article{10.11648/j.si.20231103.24,
  author = {Chen Luhua and Yu Suhong},
  title = {An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay},
  journal = {Science Innovation},
  volume = {11},
  number = {3},
  pages = {169-174},
  doi = {10.11648/j.si.20231103.24},
  url = {https://doi.org/10.11648/j.si.20231103.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231103.24},
  abstract = {The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay
AU  - Chen Luhua
AU  - Yu Suhong
Y1  - 2023/06/14
PY  - 2023
N1  - https://doi.org/10.11648/j.si.20231103.24
DO  - 10.11648/j.si.20231103.24
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 169
EP  - 174
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20231103.24
AB  - The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.
VL  - 11
IS  - 3
ER  -

Copy | Download

Author Information

Chen Luhua

Wunan Kindergarten, Shanghai, China
Yu Suhong

Department of Special Education, East China Normal University, Shanghai, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Chen Luhua, Yu Suhong. (2023). An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Science Innovation, 11(3), 169-174. https://doi.org/10.11648/j.si.20231103.24

Copy | Download

ACS Style

Chen Luhua; Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci. Innov. 2023, 11(3), 169-174. doi: 10.11648/j.si.20231103.24

Copy | Download

AMA Style

Chen Luhua, Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci Innov. 2023;11(3):169-174. doi: 10.11648/j.si.20231103.24

Copy | Download

@article{10.11648/j.si.20231103.24,
  author = {Chen Luhua and Yu Suhong},
  title = {An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay},
  journal = {Science Innovation},
  volume = {11},
  number = {3},
  pages = {169-174},
  doi = {10.11648/j.si.20231103.24},
  url = {https://doi.org/10.11648/j.si.20231103.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231103.24},
  abstract = {The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay
AU  - Chen Luhua
AU  - Yu Suhong
Y1  - 2023/06/14
PY  - 2023
N1  - https://doi.org/10.11648/j.si.20231103.24
DO  - 10.11648/j.si.20231103.24
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 169
EP  - 174
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20231103.24
AB  - The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.
VL  - 11
IS  - 3
ER  -

Copy | Download