Sociodramatic script training and peer role prompting: Two tactics to promote sociodramatic play and peer interaction

Early Child Development and Care

Volumn 136, Issue 1, 1997, Pages 27-43

  Doctoroff, Sandra ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

Peer role; Sociodramatic script training

Indexed keywords

EID: 0346193033     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/0300443971360103     Document Type: Article

References (19)

1. Asher, S.R. Singleton, L.C., Tinsley, B., & Hymel, S. (1979). A reliable sociometric measure for preschool children. Developmental Psychology, 15, 443-444.
2. Bailey, D.B., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities. New York: Merrill.
3. Charlesworth, R., & Hartup, W.W. (1967). Positive social reinforcement in the nursery school peer group. Child Development, 38, 993-1002.
4. Cohen, J. (1960). A coefficient of agreement for nominal scales. Education and Psychological Measurement, 20, 37-46.
5. Goldstein, H., & Cisar, C. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior analysis, 25, 265-280.
6. Goldstein, H., Wickstrom, S., Hoyson, M., Jamieson, B., & Odom, S. (1988). Effects of sociodramatic script training on social and communicative interaction. Education and Treatment of Children, 11, 97-117.
7. Greenwood, C.R., & Hops, H. (1981). Group-oriented contingencies and peer behavior change. In P.S. Strain (Ed.), The utilization of classroom peers as behavior change agents (pp. 189-259). New York: Plenum Press.
8. Greenwood, C.R., Walker, H.M., Todd, N.M., & Hops, H. (1979). Selecting a cost-effective screening measure for the assessment of preschool social withdrawal. Journal of Applied Behavior Analysis, 12, 639-652.
9. Horner, R.D., & Bear, D.M., (1978). Multiple-probe techniques: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189-196.
10. Kohler, F.W., Strain, P.S., Maretsky, S., Cesare, L. (1990). Promoting positive and supportive interactions between preschoolers: An analysis of group-oriented contingencies. Journal of Early Intervention, 14, 327-341.
11. Kohn, M. (1988). Kohn Problem checklist/Kohn social competence scale manual. San Antonio: The Psychological Corporation.
12. Lefebvre, D., & Strain, P.S. (1989). Effects of group contingency on the frequency of social interactions among autistic and non handicapped preschool children: Making LRE efficacious. Journal of Early Intervention, 13, 329-341.
13. McEvoy, M.A., Odom, S.L., & McConnell, S.R. (1992). Peer social competence intervention for 5 young children with disabilities. In S.L. Odom, S.R. McConnell, & M.A. McEvoy (Eds.), Social Competence of young children with disabilities (pp. 113-133). Baltimore: Brookes.
14. Nelson, K., & Seidman, S. (1984). Playing with script. In I. Bretherton (Ed.), Symbolic play: The development of social understanding (pp. 45-71). New York: Academic Press.
15. Niemeyer, J. A., Tapp, J., McEvoy, M.A., Ellis, D., & Wehby, J. (1988). Getdat: A computerized system for computing direct and continuous observation of interactional behaviors. Unpublished manuscript, Peabody College of Vanderbilt University, Nashville.
16. Odom. S.L., Peterson, C. McConnell, S.R., & Ostrosky, M. (1990). Ecobehavioral context for promoting peer interactions of young children with disabilities. Education and Treatment of Children, 13, 316-330.
17. Rubin, K.H., (1982). Social and Social-cognitive developmental characteristics of young isolate, normal, and sociable children. In K.H. Rubin & H.S. Ross (Eds.), Peer relationships and social skills in childhood, (pp. 353-374). New York: Springer.
18. Shores, R.E., Hester, P., & Strain, P.S. (1976). The effects of amount and type of teacher-child interaction on child-child interaction. Psychology in the schools, 13, 171-175.
19. Shure, M.B. (1963). Psychological ecology of nursery school. Child Development, 34, 979-992.