Pivotal Play: Peer Mediated Intervention in the Preschool Classroom

dc.contributor.advisor	Squires, Jane
dc.contributor.author	Hansen, Sarah
dc.date.accessioned	2016-11-21T16:56:36Z
dc.date.available	2016-11-21T16:56:36Z
dc.date.issued	2016-11-21
dc.description.abstract	Inclusive preschool settings often provide benefits for children with special needs. Children with autism spectrum disorders (ASD) are at risk for isolation from peers and have benefited from a range of social communication interventions. Joint attention is a pivotal skill under researched in natural settings. Research is needed on joint attention within natural settings and with naturally occurring partners such as parents or peers. The proposed study uses an interventionist and peer delivered joint attention intervention in a multiple baseline design across child-peer dyads in inclusive preschool classrooms. Data are collected on increase in response to joint attention skills as well as peer bids to the target child.	en_US
dc.identifier.uri	https://hdl.handle.net/1794/20688
dc.language.iso	en_US
dc.publisher	University of Oregon
dc.rights	All Rights Reserved.
dc.subject	Autism	en_US
dc.subject	Early social skills	en_US
dc.subject	Inclusion	en_US
dc.subject	Intervention	en_US
dc.subject	Joint attention	en_US
dc.subject	Preschool	en_US
dc.title	Pivotal Play: Peer Mediated Intervention in the Preschool Classroom
dc.type	Electronic Thesis or Dissertation
thesis.degree.discipline	Department of Special Education and Clinical Sciences
thesis.degree.grantor	University of Oregon
thesis.degree.level	doctoral
thesis.degree.name	Ph.D.

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