The Effects of a Social Skill Training and Peer-Initiated Program on Peer Acceptance of Isolated Young Children
AUTHOR : 장혜림, 홍준표
INFORMATION : page. 35~57 / 2002 Vol.9 No.1
ABSTRACT
This study aims to investigate the effects of a social skill training and peer-initiated program on peer acceptance of isolated young children. For this, following research questions are raised: (1) Does the social skill training program improve peer acceptance of the isolated young children? (2) Does the peer-initiated strategy, in which a friendly peer stays with the isolated young children, help promote the social interaction of the isolated? (3) Do the experimental conditions affect each type of isolation? (4) Will the change in social behavior and peer acceptance of the isolated show consistency in the peer group? A 4(experimental conditions)×2(types of isolated young children)×3(intervention phases) factorial design was adopted, with all factors repeatedly measured. Eight isolated subjects were selected in two experimental groups and peer subjects were randomly assigned to the eight different experimental conditions. Social behavior frequency was observed three times during free playing time. Peer acceptance was measured three times (\'pre-\', \'post-\', and \'follow-up\' periods) by using the peer-rating sociometric scale. The experiment processed for 8 weeks. Findings are as follows: (1) The strategy had the significant effects (the main effects) on peer acceptance of the isolated young children. There is, however, interaction effect between the experimental conditions and types of isolations (A×B) and between the experimental conditions and intervention phases (A×C). (2) No difference was found between two types of isolation in relation to the effects on peer acceptance. (3) The strategy enhanced peer acceptance of isolated young children more at the \'post-\' and \'follow-up\' phases than at the \'pre-\' phase. This proves that the social skill training and peer initiated strategy has long-lasting effects on social behavior and peer acceptance of the isolated young children.