Master of Science (MS)
The purpose of the study was to measure the current level of communicative initiations exhibited by children enrolled in the LSU preschool program. Child communication was categorized as specific, unclear, or negative. These descriptors referred to peers ability to interpret the target child’s communication. Additionally, peer responses were recorded as either positive or negative based on their reaction to the target child’s communication. Children identified with either low levels of communicative initiation or unclear/negative communications were targeted for the intervention. Single-subject research methods were used to record each child’s communicative behaviors. A least-to-most assistive prompting (Horner & Keilitz, 1975) intervention was applied as teacher mediation in the form of coaching. All three children demonstrated an increase in their specific communication toward peers when the LtM teacher prompting intervention was applied; additionally, increases in positive peer responses were also observed.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Melikyan, Susanna, "Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom" (2008). LSU Master's Theses. 3049.
Cynthia F. DiCarlo