PubMed · 1986 · 25 citations · 16 references
EducationEducational PsychologyElementary EducationChild DevelopmentEarly Childhood Special EducationEarly InterventionChild Behavior InterventionChildren With DisabilitiesPeer InteractionSocial-emotional InterventionSpecial Educational NeedsTeacher-student InteractionClassroom Behavior InterventionCooperative Behavior DevelopmentEarly Childhood Peer InteractionPeer Relationship DifficultiesPlay-based Peer InteractionSchool-based Behavior InterventionSocial PlayTeacher-child Interaction Quality
The impact of teachers' verbal interventions upon the dyadic social interactions between 40 elementary school children with severe mental retardation and their regular-education peers was investigated. All interactions occurred in the context of a structured program designed to facilitate social interactions. Half of the dyads were further instructed in specific cooperative play behavior. Students' and teachers' behaviors were coded. Results showed that the intervention initially positively affected various social play behavior; however, these effects diminished or reversed themselves as the intervention continued. The possibility was discussed that early teacher intervention may improve interactions between peers with and without severe handicaps but should be withdrawn over time, allowing students to resolve interpersonal difficulties on their own.
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European Consensus Guidelines on the Management of Respiratory Distress Syndrome – 2019 Update
David G. Sweet, Virgilio Carnielli, Gorm Greisen et al. · Neonatology · 2019 · 1.2K citations · Full text
Medicine, Obstetrics, Pediatrics +17
Effectiveness of oral sucrose and simulated rocking on pain response in preterm neonates
Céleste Johnston, Robyn Stremler, Bonnie Stevens et al. · Pain · 1997 · 153 citations