Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to submit your manuscript to SPPS

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Behavior Modification
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Christopher, J. S.
Right arrow Articles by Macmillan, V. M.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Christopher, J. S.
Right arrow Articles by Macmillan, V. M.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Effectiveness of a Peer-Helper Intervention to Increase Children's Social Interactions

Generalization, Maintenance, and Social Validity

Jeanette Smith Christopher

David J. Hansen

Virginia M. Macmillan

West Virginia University

Peer-mediated interventions are being used increasingly with a variety of populations. This study examined the impact of a peer-helper intervention on the low rates of prosocial interactions of three elementary-school children. Two peers from each child's classroom were trained as helpers to increase the social interactions of the socially isolated children. A multiple-baseline across-subjects design was used to demonstrate the impact of the intervention, and a within-subject A-B-A withdrawal design was used to assess maintenance. Behavioral observations during recess periods indicated that positive interactions with peer helpers and other classmates increased during intervention and were maintained in withdrawal and follow-up phases. Increases in positive interactions generalized to a second recess setting in which the peer-helper intervention was not introduced. The positive social interactions of all subjects reached social-validation levels of comparison groups of peers in the observation settings. Classroom sociometric assessment and teacher and self-report measures provided variable support for the effectiveness of intervention.

Behavior Modification, Vol. 15, No. 1, 22-50 (1991)
DOI: 10.1177/01454455910151002
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Behav ModifHome page
D. J. Hansen, D. W. Nangle, and J. T. Ellis
Reconsideration of the Use of Peer Sociometrics for Evaluating Social-Skills Training: Implications of an Idiographic Assessment of Temporal Stability
Behav Modif, July 1, 1996; 20(3): 281 - 299.
[Abstract] [PDF]

Home page
 Behav ModifHome page
J. S. Christopher, D. W. Nangle, and D. J. Hansen
Social-Skills Interventions with Adolescents: Current Issues and Procedures
Behav Modif, July 1, 1993; 17(3): 314 - 338.
[Abstract] [PDF]

Home page
 Behav ModifHome page
J. J. Fox and M. A. McEvoy
Assessing and Enhancing Generalization and Social Validity of Social-Skills Interventions with Children and Adolescents
Behav Modif, July 1, 1993; 17(3): 339 - 366.
[Abstract] [PDF]