Tina L. Stanton-Chapman

Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature

Social interactions with peers are an important aspect of childhood development that is closely linked to emotional well-being and success in school. We conducted a comprehensive review of recent intervention studies evaluating strategies to improve the peer interaction outcomes of students with intellectual disabilities and/or autism. The purpose of this review was to characterize the current knowledge base, to analyze key dimensions of recent studies, and to identify important areas for future research and synthesis. The 85 reviewed studies addressed 20 educational practices, which we categorized as (a) student-focused, (b) peer-focused, and/or (c) support-focused. Although the overall quality of these studies was high, considerable variation exists in the degree to which specific practices have been adequately evaluated with students across disability categories and grade levels. Additional research is needed to strengthen the depth of evidence for these practices across school levels, school settings, and disability categories.

Cumulative Risk and Low-Income Children's Language Development

This study utilized an electronic data linkage method to examine the effects of risk factors present at birth on language development in preschool. The Preschool Language Scale-3 (PLS-3) was administered to 853 low-income children, and cumulative risk data were abstracted from linked birth records. At least one risk factor was present in 94% of this sample, while 39% were exposed to three or more risk factors. On average, a girls PLS-3 Total Score decreased by 2.3 points with each risk factor; the average decrease for boys was 1.1 point per risk factor. The accumulation of multiple risk factors thus appears to increase the negative effects of poverty. Researchers are encouraged to use historical administrative data sets to support prevention and early identification efforts.

Public Health Approach to the Study of Mental Retardation.

We applied a public health approach to the study of mental retardation by providing a basic descriptive epidemiological analysis using a large statewide linked birth and public school record database (N = 327,831). Sociodemographic factors played a key role across all levels of mental retardation. Birthweight less than 1000 g was associated with the highest individual-level risk, but the impact varied considerably, depending on maternal educational level. Low maternal education was associated with the largest effects at the population level for mild and moderate/severe mental retardation. Focusing exclusively on specific biomedical causes is of little use in developing public health plans; a broader biosocial perspective reflecting the interactive complexity of the risk factors comprising the various etiological patterns is needed.

Communication Skill Building in Young Children With and Without Disabilities in a Preschool Classroom

The purpose of the current study was to evaluate the turn-taking skills of children with and without disabilities who participated in a social communication intervention targeting peer-directed initiations and responses. Eight children met the selection criteria for inclusion in the study. A multiple baseline design across participants (dyads) was used to determine the effects of the social communication intervention. All eight participants showed increases of initiations with an immediate peer response. Follow-up assessments showed that the effects were maintained in the return to baseline condition but did not generalize into the classroom setting. Classroom teachers found the intervention procedures and the behavioral changes in participants to be socially valid. Several implications for practice can be derived from the findings of the present study.

A Survey of Preschool Staff Concerning Problem Behavior and Its Prevention in Head Start Classrooms.

We examined the self-reported practices of Head Start personnel toward children’s problem behavior in order to design an intervention for preschool personnel that was compatible with their needs. This study involved 78 Head Start staff from five programs in the Mid-Atlantic region. Participants were asked to respond to four questions concerning their practices for addressing their students’ problem behaviors. We found that survey respondents (a) listed externalizing behaviors as the predominant challenging behavior, (b) identified prevention and replacement methods for addressing problem behavior, (c) indicated that families of children with challenging behavior were involved in intervention planning and implementation, and (d) reported a need for additional training on classroom management and positive behavior support. Participants also were asked to respond to four conflict scenarios that were designed to measure how teachers would handle problem behavior situations. The majority of participants’ responses received a medium rating on a scale of low, medium, or high. Implications of these findings for preschool programs were discussed in terms of professional development and improved needs assessment measures.

Can Inhibition at Preschool Age Predict Attention-Deficit/Hyperactivity Disorder Symptoms and Social Difficulties in Third Grade?.

The present study examined whether deficits in inhibitory control in preschool‐aged children are predictive of attention‐deficit/hyperactivity disorder (ADHD) symptoms and certain social difficulties in middle childhood, specifically third grade. Although many studies have examined the concurrent relationships among disinhibition, ADHD and social competence, few have focused on the preschool‐aged population and the longitudinal relationship between early inhibition and later ADHD symptoms and social skills. Using a non‐referred sample of children, laboratory measures of inhibition administered at 54 months of age, and parent/primary caregiver and teacher ratings of ADHD behaviors and social skills at third grade, the study revealed a significant but modest relationship between early disinhibition and later ADHD symptoms and social difficulties. Regression analysis indicated that early difficulties with inhibitory control could explain little of the variance in later inattention, hyperactivity/impulsivity and social competence.

Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher.

A new school year is just around the corner, and Ms. Annie is doing her usual preparations. She is setting up her classroom and planning the different activities that she will do with her children. As a veteran teacher, Ms. Annie knows how to provide an appropriate and stimulating environment that will promote the children’s growth and development. Most years, she does not worry about how things will go when preschool starts. This year, however, is a bit different. During her home visits, she met Lizzy, an extremely shy and withdrawn child. Ms. Annie learned that Lizzy has good language skills but tends to sit back and watch other children rather than play with them. Lizzy’s parents told her that one of their goals for Lizzy was to have her engage in more social interaction with her peers. Ms. Annie knows that planning interesting activities and limiting the number of children who can play in an area at a given time can go a long way to ensuring that children interact with one another, but she is not sure that this will be enough for Lizzy. Ms. Annie is a little nervous for school to start.

A Strategy to Increase the Social Interactions of 3-Year-Old Children with Disabilities in an Inclusive Classroom.

The current study evaluated the play behaviors of children with disabilities (e.g., developmental delays, specific language impairment) who participated in a social communication intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking. Three children who were enrolled in an inclusive classroom met the inclusion criteria. A multiple baseline design was used to determine the effects of the intervention. The social communication intervention was highly effective for all children in increasing the rate of parallel play behaviors. Several implications for practice were derived from the findings. By teaching children social communication strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.

Use of Interview and Observation to Clarify Reported Practices of Head Start Staff Concerning Problem Behavior Implications for Programs and Training

This study used interviews and classroom observation to follow up a survey of 78 Head Start staff from five programs in the mid-Atlantic region. The purpose of the study was to collect additional details about administrator and staff needs in regard to addressing children’s challenging behavior in order to design a PBS in-service intervention. Interviews were conducted with 45 adults from the same preschool sample, and direct observation occurred in 10 classrooms. Similar to prior survey results, it was found that interview respondents (a) listed externalizing behaviors as the predominant challenging behavior, (b) identified prevention and replacement methods for addressing problem behavior, and (c) indicated that families of children with challenging behavior were given opportunities to be involved in intervention planning and implementation. However, interview and observation results further exposed the use of reactive practices and revealed five primary barriers to addressing children’s challenging behavior. Finally, interview respondents reported that all programs had defined procedures they followed when children exhibited challenging behavior that in most programs was based on a traditional, child-focused, mental health approach rather than on a comprehensive systems approach like positive behavior support.

A Demonstration of the Universal Problem-Solving Approach to Address Children’s Inappropriate Behavior in Head Start Classrooms

The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive Behavior Support. Participating teams were taught to use an antecedent–behavior–consequence problem-solving process and to develop and implement action plans addressing prevent–teach–respond (PTR) strategies to improve targeted routines. Following intervention, children’s inappropriate behavior decreased to below baseline levels in all six classrooms. Intervention fidelity in all six classrooms averaged 82.6% for the total intervention. Social validity ratings indicated that interventions were feasible for use in their classrooms and had positive effects on students and staff. This program evaluation suggests that, with support, preschool classroom teams can apply assessment-based action plans using PTR strategies to reduce the inappropriate behavior of students during difficult classroom routines.