Increasing social behaviors in young children with social-communication delays in a group arrangement in preschool
Lane, Justin Derek
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Young children with disabilities are less likely to display age-appropriate social behaviors than same-age peers with typical social development, often requiring systematic instruction to increase pro-social behaviors. In this study, a progressive time delay (PTD) procedure was used to teach young children to expressively identify their peer’s preferences (e.g., snacks, toys, books) during dyad instruction in a preschool classroom. In addition, a PTD procedure was used to teach young children to share one of two tokens they earned during instruction. A multiple probe design across behaviors (social information) and a multiple baseline design across dyads (sharing) were used to evaluate the effects of the PTD procedures. PTD was effective for teaching social information, as well as teaching sharing in a preschool classroom. All participants generalized 50 to 100% of social information targets to typical classroom activities (e.g., selecting their peer’s preferred snack before mealtime), with mixed results regarding sharing during an art activity.