Penetrating the Classroom Social Network for Children With Language Impairment Via Peer Mediated Intervention
Condition: Peer Influence
MeSH terms: Language Disorders
Study type: Interventional

Summary: 
      This exploratory experiment is designed to determine the extent to which the socialization
      experiences and social, behavioral, and linguistic skills of preschoolers with language
      impairment (LI) can be improved. The investigators implement a peer-mediated intervention in
      inclusive preschool classrooms, randomly assigned to treatment (n=12) or control (n=13)
      conditions. A focal child is identified in each classroom, representing a child with LI (3 to
      5 years of age) who exhibits the poorest pragmatic-language skills and highest level of
      social exclusion in the classroom. Over a 12-week period, the focal children will receive
      peer-mediated intervention from identified peers, who use strategies to engage the focal
      child socially during center time, as supported by a classroom facilitator (teacher, aide).
      Outcomes of interest include the overarching classroom social network and its embedded
      socialization processes (e.g., frequency of child-to-child interaction), the focal child's
      interactions with peers and exposure to peer talk, and the focal child's social, behavioral,
      and linguistic skills. The study employs state-of-the-art social network analyses to
      represent the classroom network at the child, dyad, and network level and is dynamically
      modeled over the academic year using advanced location-tracking technologies and
      voice-activated recorders to capture incoming and outgoing peer talk for the focal child. The
      investigators anticipate the results of this study to yield significant theoretical and
      scientific impact. Theoretically, the investigators propose that improved socialization
      experiences in the preschool classroom can disrupt the social exclusion and peer maltreatment
      experienced by children with LI, leading to accelerated growth in linguistic, social, and
      behavioral outcomes for children with LI.
    

Detailed description: 
      This study involves 25 inclusive preschool classrooms. The study uses an randomized
      controlled trial to estimate treatment impacts of a peer-mediated intervention, with 12
      classrooms assigned to the treatment condition and 13 to the control condition. Within each
      classroom, the focal participants are children isolated from their classroom social network
      with low pragmatic language skills. One target child is selected per classroom using a priori
      exclusionary and inclusionary criteria. In the fall of each year, simple random assignment is
      used to allocate classrooms to the treatment group and to the control group. First,
      investigators identify all children's positions within the classroom social network using a
      teacher matrix conducted in fall of the academic year; from this network a child-level social
      network index is calculated (i.e., individual degree centrality; lower scores are
      characteristic of social exclusion). Second, teachers simultaneously complete the
      Developmental Pragmatic Profile (DPP) for each child in the classroom. Finally, among the
      participating focal children, investigators select the target child based on the lowest
      centrality scored weighted by DPP score, so that focal children represent the most socially
      isolated children with the poorest social-pragmatic communication skills. Children and
      teachers participate for a 9-month period, and the primary approach to treatment for focal
      children is described here. Specifically, focal children in classrooms randomized to the
      treatment condition receive peer-mediated pivotal response training (PRT) per procedures
      detailed by Brock et al.. PRT procedures are facilitated by a classroom facilitator-a
      classroom teacher or teaching assistant-who receives ongoing training and support from
      research staff.

      First, investigators provide a one-on-one 1-h training session for each facilitator that
      focuses on how to identify, initially train, and then support peers on a day-to-day basis
      during center time. Second, investigators partner with the facilitator to identify two peers
      who (a) demonstrate good social skills; (b) respond well to adult directions; (c) have
      consistent attendance; and (d) do not have a history of negative interactions with the target
      student. The facilitator explicitly identifies the focal child ("buddy") and asks the
      children to use three strategies to play with the buddy during center time: (a) offer buddy
      some play options; (b) show and talk about how to play with buddy; (c) compliment buddy. At
      each training session the facilitator describes one strategy, provides examples, and has
      peers practice the strategy through role play. During the role play the facilitator
      encourages and coaches peers to use the strategy as intended. The facilitator then provides
      ongoing support to peers during center time to implement the strategies by helping peers to
      set goals immediately before center time for use of the strategies, regularly encouraging
      peers and supporting peers to use the strategies, praising peers for use of the strategies,
      and reviewing peers' goals and interactions with the focal child at the end of center time.
      Facilitators provide this support during center time at least three times weekly for a
      12-week period. The investigators propose that improved socialization experiences in the
      preschool classroom for focal children can disrupt the social exclusion, leading to
      accelerated growth in linguistic, social, and behavioral outcomes.
    

Intervention name(s): Peer-mediated pivotal response training
Intervention type(s): Behavioral
Intervention description(s): Teachers support children in the implementation of three strategies directed toward a target child identified as having language impairment and as isolated from the classroom social network.
Allocation: Randomized
Intervention model: Single Group Assignment
Masking: Single (Outcomes Assessor)
Primary purpose: Treatment