Samantha See (Group A)

Area of Intervention: Social skills

(i)
A study conducted by Rønning and Nabuzoka (1993) looked into whether approaches similar to peer mediation could increase instances of social interaction between children with intellectual disabilities and typically developing children. In the study, Rønning and Nabuzoka (1993) carried out several phases – social skills training, the “Special-Friends Approach” (p. 282) and follow up observations, just to name a few. The children with mild intellectual disabilities who participated in the study were given individualized training in enhancing their social skills. They were then given the opportunity to practice these enhanced social skills with typically developing children in the special friends approach. Follow up observations were carried out at a one month and six month interval.

(ii)
The study showed that the interaction between children with intellectual disabilities and typically developing children significantly increased. There was a considerable increase in the number of positive interactions as well. When using the special-friends approach, it was observed that typically developing children also appeared as guides for the children with intellectual disabilities, “thus enabling them to be more efficient partners in play” (p. 302). The follow up observations also showed that the “effects of the intervention can also be maintained over a period of time” (Rønning and Nabuzoka, 1993, p. 303).

(iii)
Although the study was conducted some time ago, I personally like the social skill training and special-friends approach mentioned in the study. In order to facilitate and increase the instances of positive social interaction, both aspects of the study must be used. Children with mild intellectual disabilities pick up the social skills needed during the social skills training, and typically developing children gather a better understanding of the former group through the special-friends approach. I believe that with the knowledge on how to use proper social skills, Kim will be able to interact better with her peers. This may also lead to an enhancement in her communication as she engages in conversations with her typically developing peers.

(iv)
In my opinion, I believe that the social skills training aspect of the intervention can actually be done as a class – typically developing children and those with special needs included. When learning together, both parties benefit; the former picking up or enhancing skills they may or may not know while the latter learning through observation and imitation, also known as the “social-learning” (Berk, 2006, p.20). Also, in order for these interventions to be more effective, the teacher should assess Kim’s level of engagement. This can be done using the “Individual Child Engagement Record (ICER)”, designed and used in a study by Kishida and Kemp (2006, p. 1). Using the ICER, the teacher can differentiate among levels of engagement across activities which will allow him/her to properly plan activities that promote social cohesion and interaction without losing the engagement of Kim.

References:

Kishida, Y., & Kemp, C. (2006). A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study. Journal of Intellectual and Developmental Disability, 31(2), 101-114. Retrieved from EBSCOhost database.

Rønning, J. A., & Nabuzoka, D. (1993). Promoting social interaction and status of children with intellectual disabilities in Zambia. The Journal of Special Education, 27(3), 277-305. Retrieved from EBSCOhost database.