The study examined the effects of two interventions on the peer social interaction of 105 young children with and without hearing impairments. Total positive peer interaction and interaction of children with peers of different hearing status increased from preintervention to postintervention but decreased after the intervention was withdrawn. The integrated-activities intervention resulted in greater gains in total positive peer interaction than the social skills intervention. Children with hearing impairments interacted as frequently with their same-status peers as did the children without hearing impairments with their same-status peers. Results indicate the benefits of long-term interventions conducted within small, stable groups of children with and without hearing impairments.
ASJC Scopus subject areas
- Developmental and Educational Psychology