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An Adaptation of Stay-Play-Talk for Young Children With Internalizing Behaviors- [electronic resource]
An Adaptation of Stay-Play-Talk for Young Children With Internalizing Behaviors- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101931
- ISBN
- 9798380168557
- DDC
- 371
- 저자명
- Taylor, Abby L.
- 서명/저자
- An Adaptation of Stay-Play-Talk for Young Children With Internalizing Behaviors - [electronic resource]
- 발행사항
- [S.l.]: : Vanderbilt University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(124 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
- 주기사항
- Advisor: Hemmeter, Mary Louise.
- 학위논문주기
- Thesis (Ph.D.)--Vanderbilt University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Promoting positive relationships among young children is an important step towards improving their long-term social and academic outcomes. Children who have low rates of interactions with peers, who are identified as self-isolating, and who demonstrate other internalizing behaviors are at-risk for poor social and academic outcomes and therefore, are likely to need targeted support to develop relationships with peers. Identifying these social interventions that support children who have internalizing behaviors in preschool classrooms is a critical need. A non-concurrent multiple baseline across three target children design was used to test the effects of an adapted version of Stay, Play, Talk that included peer choice on the estimated duration of social play for young children who have internalizing behaviors. A functional relation was found between the implementation of SPT with peer choice and target children's social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in the classroom. More research is needed to better understand to what extent this adapted SPT intervention impacts children's social networks, broader social emotional development, and specific internalizing behaviors when implemented over a longer period of time.
- 일반주제명
- Special education.
- 일반주제명
- Educational sociology.
- 일반주제명
- Behavioral psychology.
- 키워드
- Young children
- 키워드
- Social networks
- 기본자료저록
- Dissertations Abstracts International. 85-03B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016935433
■00520240214101931
■006m o d
■007cr#unu||||||||
■020 ▼a9798380168557
■035 ▼a(MiAaPQ)AAI30722252
■035 ▼a(MiAaPQ)0242vireo1808Taylor
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aTaylor, Abby L.
■24513▼aAn Adaptation of Stay-Play-Talk for Young Children With Internalizing Behaviors▼h[electronic resource]
■260 ▼a[S.l.]:▼bVanderbilt University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(124 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: B.
■500 ▼aAdvisor: Hemmeter, Mary Louise.
■5021 ▼aThesis (Ph.D.)--Vanderbilt University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aPromoting positive relationships among young children is an important step towards improving their long-term social and academic outcomes. Children who have low rates of interactions with peers, who are identified as self-isolating, and who demonstrate other internalizing behaviors are at-risk for poor social and academic outcomes and therefore, are likely to need targeted support to develop relationships with peers. Identifying these social interventions that support children who have internalizing behaviors in preschool classrooms is a critical need. A non-concurrent multiple baseline across three target children design was used to test the effects of an adapted version of Stay, Play, Talk that included peer choice on the estimated duration of social play for young children who have internalizing behaviors. A functional relation was found between the implementation of SPT with peer choice and target children's social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in the classroom. More research is needed to better understand to what extent this adapted SPT intervention impacts children's social networks, broader social emotional development, and specific internalizing behaviors when implemented over a longer period of time.
■590 ▼aSchool code: 0242.
■650 4▼aSpecial education.
■650 4▼aEarly childhood education.
■650 4▼aEducational sociology.
■650 4▼aBehavioral psychology.
■653 ▼aFriendship skills
■653 ▼aInternalizing behavior
■653 ▼aSocially withdrawn
■653 ▼aYoung children
■653 ▼aSocial networks
■690 ▼a0529
■690 ▼a0518
■690 ▼a0384
■690 ▼a0340
■71020▼aVanderbilt University.
■7730 ▼tDissertations Abstracts International▼g85-03B.
■773 ▼tDissertation Abstract International
■790 ▼a0242
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935433▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
