Social Play of Withdrawn Children

Abstract

The purpose of this study was to test the effectiveness of a teacher-mediated, peer feedback intervention package on the social interactions of withdrawn children. Three 10-year-old boys who were enrolled in a class for children with learning and behavior problems were the target subjects. Their class peers were eight boys who exhibited severe academic problems. During the initial baseline condition no attempt was made to influence the social behavior of the subjects in the daily 25-minute recess periods. During intervention, all target subjects were assigned the goal, "Play more with friends during recess." With the teacher's direction, the boys gave one another feedback as to whether the goal had been met the day before. This procedure resulted in an immediate and sustained increase in the positive social behaviors of the three target subjects. In subsequent return to baseline and intervention conditions, prior levels of subject behaviors were replicated.

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