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Journal of Early Intervention
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A Multicomponent Intervention to Increase Peer-Directed Communication in Head Start Children

Tina L. Stanton-Chapman

Vanderbilt University, Nashville, TX, stantonchapman{at}virginia.edu

Ann P. Kaiser

Vanderbilt University, Nashville, TX

Prathibha Vijay

Vanderbilt University, Nashville, TX

Carol Chapman

Vanderbilt University, Nashville, TX

The effects of a multicomponent intervention strategy to increase peer-directed social communication in eight Head Start children at risk for poor language and social skill development were examined. The intervention consisted of three components: (a) a planning period, including reading a storybook that illustrated the play theme and use of the social pragmatic communication strategies, practice using vocabulary to be used in play, and choosing roles for the thematic activity; (b) a 10-min play session in which the interventionist coached children to interact while they played with the thematic related toys; and (c) a brief reporting period in which children reviewed their use of the social pragmatic strategies and specific vocabulary. A multiple-baseline design across dyads with pre- and postgeneralization probes was employed. Children increased their use of peer-directed communication over baseline levels, target vocabulary words, and other social pragmatic skills.

Key Words: early intervention • developmental disabilities • Head Start • peer interaction • preschoolers

Journal of Early Intervention, Vol. 30, No. 3, 188-212 (2008)
DOI: 10.1177/1053815108318746
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