|Training Teachers and Peers to Improve Social-Emotional Learning and Play
|Monday, May 25, 2020
|4:00 PM–4:50 PM
|Marriott Marquis, Level M4, Independence F-H
|Instruction Level: Basic
|Chair: Charis Wahman (The Ohio State University)
Project HEAR+T: Implementation of a Social-emotional Intervention Package to Teach Behavior Expectations in Early Childhood
|Domain: Applied Research
|CHARIS WAHMAN (Michigan State University), Eric Anderson (The Ohio State University)
With the rising incidence in young children being suspended and expelled from pre-school settings, on-going examination of evidence-based social/emotional/behavioral interventions is essential. This paper explored the feasibility of a social/emotional/behavioral intervention on teacher and student behavior. Children and teachers were recruited from an inclusive early childhood center in a Midwestern city to participate in this study focused on explicitly teaching behavioral expectations. Using a multiple probe design, the impact of scripted stories, role plays, prompts, and social praise was examined for six children. Teachers were trained on how to implement the intervention through simple technical assistance meetings, including on-going feedback on their performance. Although teachers did not implement all intervention components with high fidelity, a modest change in behavior was observed for all six child participants which resulted in an established functional relation between the intervention package and child adherence to behavioral expectations. Discussion and future research will address increasing the intensity of training for teachers, including use of Behavior Skills Training (BST), matching the functional equivalence of the target behavior to the intervention, and teacher buy-in for the use of positive reinforcement.
|Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play for Students With Moderate to Severe Disabilities
|Domain: Applied Research
|ALYSSA MARIE COVEY (Worthington City Schools), Tangchen Li (The Ohio State University), Sheila Alber-Morgan (The Ohio State University)
|Abstract: This study examined the effects of using Behavioral Skills Training (BST) to train peer models to engage in interactive play with elementary students with moderate to severe disabilities in a special education classroom. Two separate multiple-baseline across participants designs were used to evaluate the effectiveness of BST on the peer models’ implementation of the procedural steps and the target students’ percent of intervals engaged in interactive play. Findings indicated that BST was functionally related to peer models’ accurate implementation of procedures and the target students’ percentage of intervals engaged in interactive play. Additionally, three out of the four target students maintained increased engagement in interactive play for up to 13 weeks. Both the target students and the peer models were able to generalize their skills to novel activities and play partners.