Date of Award:
5-2009
Document Type:
Thesis
Degree Name:
Educational Specialist (EdS)
Department:
Psychology
Committee Chair(s)
Donna Gilbertson
Committee
Donna Gilbertson
Committee
Tamara J. Ferguson
Committee
Gretchen Gimpel Peacock
Abstract
Different reasons for social withdrawal include a performance deficit, a social skill deficit, lack of peer support, and avoidance of anxiety or aversive interactions. Each of these reasons for social withdrawal may require a different intervention. This study investigated the utility of brief experimental analysis for identifying the most functional intervention to increase positive peer interactions for three socially withdrawn students. Using a multiple baseline and multi-element single subject design, three treatments were administered to compare differences in peer interactions during recess. Interventions were contingent reward, a social skills training with peer mediation, and a brief cognitive-behavioral strategy. Although students responded differently to the three interventions, the social skills training with peer mediation intervention showed the greatest gains for all students during the brief assessment and when implemented over time.
Checksum
daa4d2ccc188bf2f1bae380f20c96b41
Recommended Citation
Cox, Michelle S., "Use of Brief Experimental Assessment for Selecting Interventions to Increase Positive Social Interaction" (2009). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 278.
https://digitalcommons.usu.edu/etd/278
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