More than 30 previously published studies have shown that small group direct instruction is effective and efficient for teaching participants with and without disabilities, although relatively few studies have been conducted with groups of preschool participants with and without disabilities. In addition, previous studies have primarily assessed whether observational learning occurred for academic behaviors directly taught to group mates. In this study, we assessed target and observational learning of both academic behaviors and of sharing; we also measured affiliation using direct counts of proximity and interactions during free play and using self-report with a modified paired-choice peer preference assessment. Results show that children with and without disabilities learned all target behaviors and at least some of their peer's target academic behaviors; that children without disabilities learned to share by observing their typically-developing peers do so; that most participants generalized sharing to contexts similar to classroom activities; and that self-reports and direct counts of behaviors suggest that affiliation among group mates improved from pre-instruction to post-instruction.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-11172012-115728 |
| Date | 03 December 2012 |
| Creators | Ledford, Jennifer Renaee |
| Contributors | Mark Wolery, Ann Kaiser, Mary Louise Hemmeter, Glen Dunlap |
| 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-11172012-115728/ |
| 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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