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Poor social development ranks as a common problem for children who suffer from conditions such as autism. This paper considers one study on the use of peer networks to improve social interactions among students with special needs.
The studied literature (Debra et al., 1997) presents suggestions on how early childhood practitioners can mitigate the problem of poor social development among special needs students. The main reason for introducing intervention measures in affected groups is that it helps individual learners develop essential life skills. My practice experience shows that intervention measures can help special needs students acquire critical social skills for healthy development and learning (Debra et al., 1997).
In their study, Debra et al. provide valuable information about all research participants and the research setting. Details such as age, existing intervention measures, the extent of disability, areas of weaknesses, among other information, are available. Moreover, the authors describe the unique characteristics and responsibilities of peers. An early childhood practitioner student does not need additional information about participants apart from the one provided by the authors.
Besides, Debra et al. study are significantly reliable. Here, the authors clearly illustrate the method used (including how the system works) for recording data ((Debra et al., 1997). The authors used a checklist that described nine different elements of intervention activities to record data. Several observers made independent records at the same time to boost the reliability of data. To separate naturally occurring observations from observations that result from intervention conditions, the researchers established a sheer baseline at the onset; hence, increasing the reliability of their study. Since the procedure used to record data in this particular experiment answers simple questions such as the duration of social activity, it is feasible for use in educational practice.
In their study, Debra et al. lay out a clear and concise description of experimental procedures. The design used to introduce intervention condition aligns with my personal beliefs about effective teaching practice. While intervention conditions were presented in different settings, they were not suddenly withdrawn in any of the parameters (something that would reverse any progress made by participants). Since the intervention measures used in the research require an observer to note simple occurrences such as the duration of a social response from participants, they are feasible for education practice (Debra et al., 1997). However, the requirement for attention to small details requires an observer to remain very keen. One finds the intervention measures exhaustive; hence, no need for additional information.
Debra et al. show that intervention measures introduced to improve the social performance of individual students produced significant results (an increase in the duration of social interaction among targeted students). Here, focused students responded better to social prompting from fellow students (Debra et al., 1997). Such a change was crucial for targeted learners since they were more able to interact with fellow students and teachers as well; hence, participating fruitfully in classroom activities. An important question is whether improved social performance among targeted students spilled into social activities outside the school environment. It is also essential to ask whether improved social performance is a mere result of a special bond between targeted students and participating peers.
An important lesson learned from Debra et al. study is the enormous potential of peers to improve the human capacity for exceptional learners. Also, intervention conditions must match with the natural environment of learners as much as possible. Exceptional learners can develop healthy life skills if their unique needs are addressed through active intervention. To use the knowledge gained through this particular study, one needs to take several measures. First, one needs to know the type, extent, and degree of difficulties experienced by exceptional learners. After that, one can study the environment of the affected child to understand baseline conditions Debra et al., 1997). The next step involves introducing proven intervention measures to affected students. Also, one must evaluate whether proposed intervention measures are effective in addressing the unique needs of learners to make reinforcements and adjustments if necessary (Debra et al., 1997).
Reference List
Debra. M. et al. (1997). The use of peer networks across multiple settings to improve social interaction for with autism. Journal of Behavioral Education, 7 (3), 335-357.
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