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ETD Abstract Container

Abstract Header

Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.

Covey, Alyssa M
http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

Abstract Details

2019, Master of Arts, Ohio State University, Educational Studies.
This study examined the effects of using Behavioral Skills Training (BST) to train peer models on the percent of intervals engaged in interactive play by students with moderate to severe disabilities in the classroom. The percent of intervals engaged in interactive play was measured by direct observation using partial interval recording. The percent of procedural steps implemented correctly by peer models after receiving BST was measured via a checklist data sheet which aligned with the peer models’ task analysis. The participants of this study consisted of four students with multiple disabilities (target students) and four typically developing students (peer models). The target students were between the ages of six and eight. The peer models were all age twelve. Two separate multiple-baseline across participants designs were used to evaluate the effectiveness of BST on the peer models’ implementation of the procedural steps over time and the target students’ percent of intervals engaged in interactive play. Findings indicated that BST was an effective method for teaching all four peer models to implement procedural steps for interactive play to mastery and that mastery was maintained over time. Findings also indicated that using BST with the peer models resulted in an increased percentage of intervals engaged in interactive play for all four target students. Three out of four target students maintained increased engagement in interactive play over time. Both the target students and the peer models were able to generalize their skills to novel activities and play partners.
Sheila Alber-Morgan, Dr. (Advisor)
Moira Konrad, Dr. (Committee Member)
82 p.
Education
Behavior Skills Training or BST; Peer-Mediated Intervention or PMI; students with moderate to severe disabilities; social skills; interactive play skills; joint play; cooperative play; peer models

Recommended Citations

Citations

  • Covey, A. M. (2019). Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

    APA Style (7th edition)

  • Covey, Alyssa. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. 2019. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

    MLA Style (8th edition)

  • Covey, Alyssa. "Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities." Master's thesis, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

    Chicago Manual of Style (17th edition)

osu155448180979463
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© 2019, some rights reserved.Creative Commons License Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. by Alyssa M Covey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.