Analysis of Frequency and Type of Interactions in a Peer-Mediated Social Skills Intervention: Instructional vs. Social Interactions.

McMahon, Colleen M.; And Others

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Peer reviewed

ERIC Number: EJ542665

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1079-3917

EISSN: N/A

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Analysis of Frequency and Type of Interactions in a Peer-Mediated Social Skills Intervention: Instructional vs. Social Interactions.

McMahon, Colleen M.; And Others

Education and Training in Mental Retardation and Developmental Disabilities, v31 n4 p339-52 Dec 1996

This study investigated the effects of using general education peers to instruct four students (age 8) with mental retardation in board game skills. Results found that the peer-mediated intervention produced an increase in interactions between students with and without mental retardation and that these increases generalized across social situations. (CR)

Descriptors: Childrens Games, Elementary Education, Generalization, Instructional Effectiveness, Interaction, Interpersonal Competence, Mental Retardation, Peer Relationship, Peer Teaching, Social Integration

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A