Peer Play in Inclusive Child Care Settings: Assessing the Impact of Stay, Play, & Talk, a Peer-Mediated Social Skills Program. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: van Rhijn, Tricia; Osborne, Caitlyn; Ranby, Sarah; Maich, Kimberly; Hall, Carmen; Rzepecki, Lauren; Hemmerich, Amanda
• Is Part Of: Child care in practice. Volume 27:Issue 3(2021)
• Page Start: 224
• Page End: 238
• Publication Date: 2021-07-03
• Subjects: Peer-mediated intervention -- social skills -- inclusion -- play -- preschool -- child care; Child care -- Periodicals; Child health services -- Periodicals; Child welfare -- Periodicals; 362.709416
• DOI: 10.1080/13575279.2019.1588707
• Languages: English
• ISSNs: 1357-5279

Abstract

ABSTRACT: Peer-mediated interventions are highly effective strategies in supporting the development of social skills for young children; however, research has focused on how peer-mediated interventions are beneficial for children with social communication challenges such as Autism Spectrum Disorder. The goal of this study was to measure the efficacy of Stay, Play, & Talk for typically developing children in an inclusive child care setting to extend the use of the intervention beyond its previous focus on children with identified or suspected social communication challenges. Using pre- and post-intervention measures, social skills (communication, cooperation, empathy, and responsibility) increased significantly and problem behaviors (hyperactivity/inattention and internalizing behaviors) decreased significantly for children in the intervention group; whereas, their peers in the control group experienced significant increases in communication skills and bullying behaviors. These findings provide preliminary support for the efficacy of this peer-mediated intervention in supporting the development of social skills in typically developing young preschool-aged children.