Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities

This study examined the effects of a multicomponent social communication intervention to promote language learning and peer-directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skills, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads was used. Results indicated an increase in peer-directed requests, verbal requests, and word diversity for 6 of the 8 participants postintervention. Implications of the results are discussed. © 2008 Wiley Periodicals, Inc.

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