SEDP 651 De Arment

Systematic Literature Review

Overall Topic:

Author(s), Year of Publication / Participants / Independent Variable / Dependent Variable / Research Design / Measuring Instruments / Major Findings / Limitations
APA in-text citation format / Details about who directly participated in the study (if children, age, disability, gender, functioning; if teachers, experience level, gender) / What was the treatment or intervention being tried with the participants? / What outcome(s) did the researchers measure as a result of the treatment? / Look for how the researchers talk about their study; is it experimental? Non-experimental? Single subject? etc. / What tool(s) (formal or informal) did the researchers use to measure outcomes? (a standardized test? An observation tool? Other?) / What results to the researchers report? What do those results suggest? / What limitations do the researchers share about their study?
Ledford, J. , & Wolery, M. (2013) / 3 preschoolers with disabilities, 10 without disabilities. 7 girls and 6 boys. Disabilities were: Down Syndrome with developmental delays and speech, and Autism. Two teachers and one researcher. / * Progressive time delay with teaching academic stimuli and teaching names.
* PTD for social skills with typically developing peers.
*Peer modeling for children with disabilities. / * Academic stimuli and names.
* Sharing and saying “thank you.”
* Sharing and saying “thank you.” / Experimental with a multiple probe across the behavior sets. / * Probe conditions for target stimulus. Marked for unprompted corrects, unprompted errors, prompted corrects, prompted errors, and no response.
* Same with social skills for sharing and saying “thank you” being separate categories.
* Interobserver agreement and procedural fidelity data for behaviors. / * PTD was effective in teaching preschoolers with and without disabilities to name target stimuli.
*Preschoolers with and without disabilities learned behaviors taught to their group mates.
* PTD and reminders were more effective in teaching peers without disabilities to share and say “thank you.”
* Preschoolers with disabilities shared and said thanked their peers in the instructional sessions after observing their peers model the behaviors.
* All children generalized the behaviors to some extent and performed them spontaneously during snack and art. / * Attainment of academic behaviors was the dependent variable that was focused in the experimental design. They did not have sufficient controls for threats to internal validity for sharing and thanking behaviors.
Hughett, K., Kholer, F., & Raschke, D. (2013) / 3 preschoolers with disabilities, 6 preschoolers without disabilities. Did not give the gender of the typical developing peers. 2 boys and 1 girl. Disabilities were social and communication delays and developmental delays.
1 teacher and 1 paraeducator. / Buddy Skills intervention. Teaching the skills stay, play, talk with one’s friends. Done by a paraeducator with visual prompts and role-play. Then they took those skills and incorporated them into doll play, pizza shop, dress-up, and kitchen play activities. Then maintenance. / Social and play interactions. / Experimental design / Quality play was coded. Solitary play, Parallel play, and Cooperative play. Also coded children’s exchanges with their peers. Used multiple baselines before, during, and after the intervention. / The Buddy Skills Package consisting of social skills training, visual cues, and teacher support produced increases in the frequency and duration of cooperative play among the three focal children and their peers. Also showed that they engaged in more play-related talk with their peers during the intervention phase. Finally, each group continued in high levels of cooperative play and verbal interactions during the maintenance phase, when teacher support and visual cues were discontinued. / *Lack of information about the quality and reciprocity of children’s social overtures, quality of extended play, and children’s joint attention over the same activity.
Katz, E., & Girolametto, L. / 3 preschoolers with Autism Spectrum Disorder, and 6 preschoolers without disabilities. Ages were around 4-5 years old. 1 girl and Gender not included for typical developing peers. 1 girl and 2 boys for children with ASD. 3 Early Childhood Educators and first author of the article participated. / An SLP and the teachers trained typically developing peers to engage children with ASD in play. The teachers were given a storybook, puppets of the main characters and two picture communication boards showing interaction strategies designed to promote initiation or maintenance of play. Intervention had 4 stages: (a) Two early childhood educator training sessions, (b) five half-hour social skills training sessions that were cotaught by the first author and the educators, (c) twelve 20-minute play sessions, with intervention implemented, and (d) four follow-up and supported sessions with teachers. / Extended interactive engagement. And the average length of the extended interactions / Experimental design. Single-subject multiple baseline. / Interval coding system was applied to all play sessions to measure the children’s engagement in the interaction. The first author reviewed the recorded sessions and noted the presence/ absence of joint interaction in every 6-s period for a total of 200 intervals per 20-min play session. They also used a checklist to measure treatment fidelity for the five social skills sessions to determine whether the intervention was administered consistently and in accordance to the manual. / Tremendously improved social engagement of children with ASD in the study, specifically improving the number of lengths of their extended interactions with the two typically developing trained peers. Also, the children with ASD maintained their skills in a maintenance test held 4-5 weeks after the intervention was complete. / *Possible limitation with generalizability.
Stanton-Chapman, T., Denning, C. and Jamison, K. (2012) / 4 preschoolers with disabilities, 4 preschoolers without disabilities. 2 children with developmental delays and 2 children with language disability. Two child interventionists. / Five dramatic play themes (grocery store, doctor, construction, animal doctor, and hair salon-barber). Intervention had three parts: (a) the advanced play organizer, (b) the play session, and (c) the review session. Similar to the “plan-do-review” used in High Scope Curriculum. / The following social communication skills: initiations, responding, use of name, and turn taking. / Experimental and multiple baseline design. / Language, behavioral, pragmatic, and social assessments were used before and after the intervention. Data collections were videotapes and transcriptions. They used Systematic Analysis of Language Transcripts software to transcribe. They also used Peer Language Behavior Code to code the sessions. / *All eight participants increased the number of initiations with an immediate response.
*Children with disabilities did generalize the social skills once put in their regular classrooms. / * “Pull-out” service delivery rather than a “push-in” service delivery.
* The extent to which preschool teachers value and promote social interactions may have influenced social validity ratings.
Stanton-Chapman, T., Snell, M. (2010) / 10 preschool children. Disabilities were Developmental delay and Language delay, some with behavior problems. 9 boys and 1 girl. Ages were 4-5 years old. Four teachers also participated. / Five dramatic play themes (grocery store, doctor, construction, animal doctor, and hair salon-barber). Intervention had three parts: (a) the advanced play organizer, (b) the play session, and (c) the review session. Similar to the “plan-do-review” used in High Scope Curriculum. / Targeting skills: initiations, responses, name use, proximity, and turn-taking. / Experimental design with multiple baselines. / Language, behavioral, pragmatic, and social assessments were used before and after the intervention. Data collections were videotapes and transcriptions. They used Systematic Analysis of Language Transcripts software to transcribe. They also used Peer Language Behavior Code to code the sessions. / It was highly effective for five children, moderately effective for three children, and mildly effective for two children. Generalization results showed that nine out of ten children showed increased peer play following the intervention, increased level of child-initiated interactions with a positive peer response, and decreased levels of solitary play. / *“Pull-out” service delivery rather than a “push-in” service delivery.
*Effects to the intervention were weakened by the fact that dyads D and E did not have three stable baseline points prior to the intervention and that student performance during intervention was variable.
*Too much teacher facilitation.