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| I Get By With a Little Help From My Friends: Promoting Inclusion, Communication, and Social Skills Development |
| Tuesday, November 14, 2017 |
| 11:30 AM–1:30 PM |
| Scene DEF, Niveau 0 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Kimberly Maich, Ph.D. |
| KIMBERLY MAICH (Brock University; Memorial University of Newfoundland), TRICIA VAN RHIJN (University of Guelph), SHERI MALLABAR (Brock University) |
| Description: With continued transformation happening in Ontario, Canada Kindergarten classrooms and emphasis being placed on Inclusive Education, there is a growing need for more evidence-based interventions to promote development in a classroom of young children, each with unique needs. This early intervention strategy is designed to support the unique needs of students with social-communication difficulties (including Autism Spectrum Disorder). The purpose of this extensive research study is to identify and assess the effectiveness of a peer-mediated social skills program called Stay, Play, and Talk (Phase IV). The program has been designed to increase the engagement of kindergarten-aged children identified as having social-communication difficulties and their peers who are typically developing within an inclusive kindergarten classroom environment. This intervention is the fourth phase of a pilot project, following Phases I-III in various Ontario jurisdictions. Using a Single Case Research Design (Multiple Baseline Across Subjects) this project involved student participants with social-communication difficulties in inclusive classrooms (Intervention and Control). All students in the classroom were taught Stay, Play, and Talk, and the target children received intensive triad trainings with their peers. Preliminary findings for each phase of the study suggest a steady, high increase in the number of communications between the target children and their typically developing peers, after the intervention had taken place. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify the importance of peer-mediated social skills instruction within peer-mediated environments; (2) describe program structures involved in the Stay, Play, and Talk Intervention; (3) effectively deliver peer-mediated social skills training to young children. |
| Activities: The format combines lecture, small group hands-on activities, guided practice, and will conclude with research findings from four phases a research study that support the effectiveness of this peer-mediated intervention (Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and other Social Communication Difficulties and their Peers Phases I-IV). |
| Audience: Teachers, Early Childhood Educators, Educational Assistants, Special Education Consultants, Speech-Language Pathologists, Board Certified Behavior Analysts |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Early Intervention, Inclusive Education, Kindergarten, Peer-Mediated Intervention |