Effects of contextual competence on social initiations.
The frequency of social initiations and satisfaction with interactions in three dyads, each consisting of 1 student with disabilities and 1 nondisabled peer, were assessed under two alternating conditions: Condition 1 assessed the interactions around a set of four trained computer games, and Condition 2 assessed interactions when students were playing a set of four untrained computer games. Training was conducted with a multiple baseline design across participants and was followed by social interaction probes using an alternating treatments design. The results indicated greater frequencies of social initiation by 5 of 6 participants, higher degrees of game satisfaction by all participants, and equal or higher degrees of peer satisfaction by 5 of 6 participants when playing trained games in comparison to untrained games.
Breen
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CG
University of California, Santa Barbara.
Haring
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TG
D000124:Achievement; D000293:Adolescent; D001521:Behavior Therapy / Q000379:methods*; D003131:Combined Modality Therapy; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000534:rehabilitation*; D007398:Interpersonal Relations; D007899:Leisure Activities; D008297:Male; D010379:Peer Group; D010988:Play and Playthings; D012919:Social Behavior; D012931:Social Environment