STAY PLAY TALK WITH A CHILD WHO USES AAC IN AN INCLUSIVE PRESCHOOL CLASSROOM

Abstract

Even in inclusive settings, children who communicate differently from their peers are often left out of meaningful social relationships. Peer-mediated interventions like Stay-Play-Talk have been effective at increasing social interactions between socially isolated children and their peers, but there is a need for more research with children who use AAC. An ABAB Reversal design was used to evaluate the effects of Stay-Play-Talk intervention to increase the social interactions/talk between a child who uses AAC and three peers in an inclusive preschool. Results indicated an increase of social interactions of peers following Stay-Play-Talk in an inclusive classroom.