Author ORCID Identifier
https://orcid.org/0009-0001-8328-164X
Date Available
12-10-2024
Year of Publication
2024
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Special Education
Advisor
Dr. Melinda Ault
Abstract
The purpose of this study was to examine the effectiveness of the Stay-Play-Talk (SPT) intervention for increasing the rate of peer interactions among elementary-aged students who display social deficits or delays in a free-time small group setting. Peermediated instruction (PMI) is used to teach typically developing peers’ ways to interact with and help learners with disabilities acquire or increase social skills by increasing social opportunities within natural environments. With PMI, peers are systematically taught ways of engaging learners with disabilities in social interactions (Neitzel, 2008). PMIs are designed to support target children without interrupting the natural interactions between peers. One PMI is Stay-Play-Talk. In SPT, Peers are taught to use three strategies: stay near their buddy (i.e., target child), play with the materials/toys in the play area with their buddy, and talk to their buddy about what they are doing with the toys (Ledford et al., 2016). Results indicated that the peer mediated instruction of stay-playtalk was effective in increasing the rate of peer interactions among elementary-aged students who display social deficits.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2024.443
Recommended Citation
Loar, Mackenzie, "THE EFFECTS OF A STAY-PLAY-TALK INTERVENTION ON SOCIAL COMMUNICATIVE ACTS FOR ELEMENTARY AGED CHILDREN WITH AND WITHOUT DISABILITIES" (2024). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 155.
https://uknowledge.uky.edu/edsrc_etds/155
