Using a Peer-Mediated Intervention to Facilitate Children's Participation In Inclusive Childcare Activities

The purpose of this investigation was to examine the impact of a peer-mediated intervention on preschool children's participation within routine childcare activities. Three skills were targeted for intervention for two children with reported developmental delays, including engaged and on-task behavior, interactive play with other children, and appropriate participation in circle/story time. Results indicated that a peer-mediated intervention consisting of songs and finger plays, attention to photographs of children displaying desired behaviors, and peer verbal cues was effective in increasing each of these skills. Furthermore, both children continued to perform their newly learned skills for up to six weeks after the termination of intervention. Our observations indicated that both peer trainers exhibited high levels of appropriate behavior throughout the study. These results have important implications for future research and practice in the field of early childhood special education.