The effects of coaching and peer reinforcement on socially isolated kindergarten children
The purpose of the present study was to examine the efficacy of two social skills interventions, coaching and peer response, as treatments to enhance the social interactive skills in socially isolated kindergarten children. Ten kindergarten children from a rural public school in the Southeast were selected to participate in this study. Four of the participants were socially isolated children and 6 children served as the peer respondents. Each of the 4 participants were exposed to both treatments utilizing a multiple baseline design. Results indicated that although students' interactions increased slightly with both interventions, performance was better under the coaching and peer response condition. Increases were noted from baseline to the coaching intervention phase and further increases were noticed from the coaching intervention phase to the coaching and peer response phase. Furthermore, increases were maintained when the interventions were withdrawn. It is still unclear as to whether the coaching intervention in isolation or the combination of the two interventions were the basis for the increases.