Promoting Social Interaction between Young Children with Hearing Impairments and Their Peers

Shirin D. Antia; Kathryn H. Kreimeyer; Nancy Eldredge

doi:10.1177/001440299406000307

Promoting Social Interaction between Young Children with Hearing Impairments and Their Peers

Shirin D. Antia, Kathryn H. Kreimeyer, Nancy Eldredge

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

43 Scopus citations

Abstract

The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.

Original language	English (US)
Pages (from-to)	262-275
Number of pages	14
Journal	Exceptional Children
Volume	60
Issue number	3
DOIs	https://doi.org/10.1177/001440299406000307
State	Published - Dec 1993

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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title = "Promoting Social Interaction between Young Children with Hearing Impairments and Their Peers",

abstract = "The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.",

author = "Antia, {Shirin D.} and Kreimeyer, {Kathryn H.} and Nancy Eldredge",

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N2 - The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.

AB - The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.

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Promoting Social Interaction between Young Children with Hearing Impairments and Their Peers

Abstract

ASJC Scopus subject areas

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