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Peer play in inclusive child care settings: Assessing the impact of Stay, Play, & Talk, a peer-mediated social skills program

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dc.contributor.author van Rhijn, Tricia
dc.contributor.author Osborne, Caitlyn
dc.contributor.author Ranby, Sarah
dc.contributor.author Maich, Kimberly
dc.contributor.author Hall, Carmen
dc.contributor.author Rzepecki, Lauren
dc.contributor.author Hemmerich, Amanda
dc.date.accessioned 2021-04-20T19:33:08Z
dc.date.available 2021-04-20T19:33:08Z
dc.date.created 2019
dc.date.issued 2019-05-03
dc.identifier.uri https://hdl.handle.net/10214/25213
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Child Care in Practice en_US
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/ *
dc.subject peer-mediated intervention en_US
dc.subject social skills en_US
dc.subject inclusion en_US
dc.subject play en_US
dc.subject preschool en_US
dc.subject child care en_US
dc.title Peer play in inclusive child care settings: Assessing the impact of Stay, Play, & Talk, a peer-mediated social skills program en_US
dc.type Article en_US
dc.contributor.affiliation Department of Family Relations and Applied Nutrition
dc.degree.department Department of Family Relations and Applied Nutrition en_US
dcterms.relation van Rhijn, T., Osborne, C., Ranby, S., Maich, K., Hall, C., Rzepecki, L., & Hemmerich, A. (early online view). Peer play in inclusive child care settings: Assessing the impact of Stay, Play, & Talk, a peer-mediated social skills program. Child Care in Practice. https://doi.org/10.1080/13575279.2019.1588707 en_US


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Attribution-NonCommercial-NoDerivatives 4.0 International Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International