SPECIAL EDUCATION
SIBLING USE OF RESPONSIVE INTERACTION STRATEGIES
ACROSS SETTINGS
JENNIFER ALACIA TRENT
Dissertation under the direction of Professor Ann P. Kaiser
The effects of an intervention designed to facilitate interactions between three older typically developing siblings and their younger siblings with disabilities were investigated using a multiple probe across behaviors design. Typical siblings were taught to use three responsive interaction strategies through the use of written materials, modeling, role-play, and oral feedback. Following training in the three responsive interaction strategies, target siblings increased their use of mirroring, nonverbal turn-taking, and verbal responding during social toy activities.
Two of the typical sibling generalized use of the responsive interaction strategies to independent toy activities and shared-product routines without explicit training. The third typical sibling demonstrated generalization of responsive interaction strategies following explicit training I nthe two generalization contexts. The measures of the communicative performance of the children with disabilities revealed some increases in the number of comments made by the children in each session. Two of the siblings with disabilities demonstrated improvement in mean length of utterance (MLU), diversity of vocabulary, and Peabody Picture Vocabulary Test (PPVT) scores from pre- to post-intervention.
Data from the 1-mo follow-up observations indicate that two of typical siblings were able to maintain use of the responsive interaction strategies during that period. The paper concludes with a discussion of issues related to siblings as interventionists, implications for practice, and implications for research.
Approved__________________________________________Date____________
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-01012007-155120 |
| Date | 13 April 2007 |
| Creators | Trent, Jennifer Alacia |
| Contributors | Ann Kaiser, Mark Wolery, Mary Louise Hemmeter, Patricia Snyder |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-01012007-155120/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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