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Direct linkAntonija Vrdoljak; Margareta Jelic; Dinka Corkalo Biruški; Nikolina Stankovic – Social Psychology of Education: An International Journal, 2024
Due to its efficacy shown in early research with children, imagined contact has often been proposed as a school prejudice-reduction intervention. Nevertheless, some of the more recent studies have not been able to replicate the expected effects. This review presents the first systematic examination of the effect of imagined contact interventions…
Descriptors: Imagination, Interaction Process Analysis, Interpersonal Relationship, Intergroup Relations
Shire, Stephanie Y.; Shih, Wendy; Barriault, Terri; Kasari, Connie – Autism: The International Journal of Research and Practice, 2022
Although a growing number of caregiver-mediated intervention models for families with children with autism are being examined in efficacy trials, few have been transferred to community implementation. Furthermore, little testing has explored implementation strategies to support caregivers' strategy use with their children. In partnership with a…
Descriptors: Foreign Countries, Coaching (Performance), Autism, Pervasive Developmental Disorders
Celepkolu, Mehmet; Galdo, Aisha Chung; Boyer, Kristy Elizabeth – IEEE Transactions on Learning Technologies, 2022
As children develop conversational skills such as taking turns and openly listening to ideas, they often experience conflicts and inequity within collaborative dialogue for learning. Previous research suggests that increasing children's awareness about their own behaviors during collaboration may help them adjust their behaviors and become better…
Descriptors: Teaching Methods, Classroom Communication, Cooperative Learning, Child Behavior
Kwon, Jungmin; Martínez-Álvarez, Patricia – International Multilingual Research Journal, 2022
Siblings play crucial roles in each other's cognitive and language development because they observe, imitate, and receive guidance and support from each other during their interactions. In this research, we examined trilingual siblings (ages 6 and 9) from an immigrant family with a rarely explored cultural background (American-born children of…
Descriptors: Sibling Relationship, Language Acquisition, Multilingualism, Children
Simut, Ramona E.; Vanderfaeillie, Johan; Peca, Andreea; Van de Perre, Greet; Vanderborght, Bram – Journal of Autism and Developmental Disorders, 2016
Social robots are thought to be motivating tools in play tasks with children with autism spectrum disorders. Thirty children with autism were included using a repeated measurements design. It was investigated if the children's interaction with a human differed from the interaction with a social robot during a play task. Also, it was examined if…
Descriptors: Pervasive Developmental Disorders, Autism, Children, Food
Embregts, Petri J. C. M.; Zijlmans, Linda J. M.; Gerits, Linda; Bosman, Anna M. T. – Journal of Intellectual & Developmental Disability, 2019
Background: The aim of this study was to evaluate the effects of a training program focusing on improvement of emotional intelligence (EI) and support staffs' awareness of their behaviour towards people with an intellectual disability based on interactional patterns. The support provided regarding the needs for autonomy, relatedness, and…
Descriptors: Foreign Countries, Program Evaluation, Program Effectiveness, Intellectual Disability
Nijs, Sara; Penne, Anneleen; Vlaskamp, Carla; Maes, Bea – Journal of Applied Research in Intellectual Disabilities, 2016
Background: Children with profound intellectual and multiple disabilities (PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer-directed behaviours of children with PIMD, the peer interaction-influencing behaviour of the direct support workers and the children's positioning. Method: Group activities for…
Descriptors: Group Activities, Multiple Disabilities, Intellectual Disability, Children
Schaefer, John M.; Cannella-Malone, Helen; Brock, Matthew E. – Remedial and Special Education, 2018
Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…
Descriptors: Severe Disabilities, Peer Influence, Educational Environment, Intellectual Disability
