UNLV Theses, Dissertations, Professional Papers, and Capstones 5-1-2017 A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities Maryssa Kucskar University of Nevada, Las Vegas, [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Kucskar, Maryssa, "A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3002. https://digitalscholarship.unlv.edu/thesesdissertations/3002 This Dissertation is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. A COMPARISON OF THE EFFECTS OF VIDEO MODELING OTHER AND PEER- IMPLEMENTED PIVOTAL RESPONSE TRAINING TO VIDEO MODELING OTHER ON POSITIVE SOCIAL INTERACTIONS OF YOUNG CHILDREN WITH DEVELOPMENTAL DISABILITIES By Maryssa Kucskar Bachelor of Arts – Elementary Education University of South Carolina 2009 Master of Education – Early Childhood Special Education University of Nevada, Las Vegas 2011 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy – Special Education Department of Educational and Clinical Studies College of Education The Graduate College University of Nevada, Las Vegas May 2017 Copyright by Maryssa Kucskar, 2017 All Rights Reserved Dissertation Approval The Graduate College The University of Nevada, Las Vegas April 3, 2017 This dissertation prepared by Maryssa Kucskar entitled A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy – Special Education Department of Educational and Clinical Studies John Filler, Ph.D. Kathryn Hausbeck Korgan, Ph.D. Examination Committee Chair Graduate College Interim Dean Jeffrey Gelfer, Ph.D. Examination Committee Member Jenna Weglarz-Ward, Ph.D. Examination Committee Member Scott Loe, Ph.D. Graduate College Faculty Representative ii ABSTRACT A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities By Maryssa Kucskar Dr. John Filler, Committee Chair Professor of Special Education and Early Childhood Education University of Nevada, Las Vegas Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school day. Providing opportunities for positive social interactions, engagement, and play within a classroom setting allows children to make friendships, engage in higher levels of play, participate with peers in multiple social contexts, and lead to overall school success. The purpose of this study was to answer two research questions. The first question examined the relative effects of Video Modeling Other and Peer-Implemented Pivotal Response Training (VMO-PIPRT) when compared to Video Modeling Other alone (VMO) at increasing the number of social play actions in young children with DD in an inclusive setting. Secondly, the study investigated whether the positive effects of the best treatment generalized to the playground for each participant. An alternating treatments design was used to examine the iii relative effects of the comparison between the two interventions, VMO-PIPRT versus VMO alone. The VMO and VMO-PIPRT treatments were implemented in an inclusive classroom during child-directed learning centers. Data were collected daily during child-directed learning centers and on the playground. Five young children with DD were selected as research participants in the study and ten peer participants were trained on the PIPRT strategies implemented in the VMO-PIPRT treatment. Results of the study were variable between the two treatments and the participants. Visual analysis of the data suggests VMO-PIPRT was more effective for one participant with DD and the relative effect of VMO-PIPRT generalized to the playground. VMO-PIPRT was found to be minimally effective for a second participant with Autism. VMO alone was more effective for a third participant with DD and minimally effective for a fourth participant with Autism. There was no significant effect on the fifth participant with Autism. Generalization of the relative effects to the playground did not occur for the remaining four participants; however, there were increased levels of social play actions, or positive social interactions, when phases of treatment were compared. Further analysis of initiations suggests the research participants engaged in higher levels of initiations in the classroom and on the playground compared to reciprocal social play actions. iv ACKNOWLEDGEMENTS I would like to thank those individuals who have supported and inspired me on my educational journey. I would like to thank Dr. John Filler, for all of his guidance, patience, and constructive feedback throughout my entire doctoral experience. Thank you to Drs. Jeffrey Gelfer, Catherine Lyons, and Jenna Weglarz-Ward for their support and providing ongoing feedback throughout my program. Thank you to Dr. Scott Loe for your expertise on behavioral supports and strategies, along with providing a different lens to examine research. I express my gratitude to my colleagues for their endless support and service in helping with my dissertation, Jennifer Buchter, Dr. Conrad Oh-Young, and Kristin Withey. I would also like to thank Dr. Katie O’Hara and Dr. Delilah Krasch for putting my mind at ease and being mentors throughout the duration of my program. I owe a thank you to the Lynn Bennett Early Childhood Center, Dr. Claire Tredwell, Ms. Shin, Ms. Yamila, Ms. Marisol, and special education teachers and staff, for their openness, warm welcome, and brightening my day when coming into their classrooms. Thank you to my large support systems from Buffalo, the University of South Carolina, and Las Vegas. You have reminded me that although we may not be living in the same city, you are only a phone call or a plane ride away. You have all helped me smile and laugh throughout this process, vent when I have needed to, provided lifelong friendships, and have reminded me to enjoy life along the way. Thank you to the Llyod Family, especially Lisa and Little Phillip. Thank you for showing the world to me from a different perspective. Had I not had the opportunity to work with and learn from Little Phillip as an ABA therapist during my undergraduate studies, I don’t know if I would be where I am today. Little Phillip’s smile and laugh will forever be contagious. v I also would like to thank my family. I am thankful to all of my extended family that have been encouraging and understanding when I have been absent and unavailable. I have to thank my parents, Tom and Gaylynn Kucskar, for their infinite support, daily check-ins, and reminders to always “try my best.” Thank you to my brother, Jonathan, and sister-in-law, Emily, for being role models I could look up to and providing insight to what is most important in life. Thank you to my loving nieces, Caroline and Ellie, for all of their smiles, cuddles, and knock-knock jokes. I am so appreciative to watch you grow up, even from afar, and see you grow into strong, intelligent young women. Thank you to my future in-laws, Bob and Debbie Mitsch, for their support, understanding, and Sunday family dinners. I am blessed to have such a loving and caring family! Most importantly, I thank my future husband, Eric. You have been there since the very beginning and are my daily support and shoulder to cry on. You have done everything for me and then some more. Without your love, support, patience, and sacrifice, I wouldn’t have made it through my program. My success is our success, and I am so thankful to have you by my side. vi TABLE OF CONTENTS ABSTRACT …………………………………………………………………………… iii ACKNOWLEDGEMENTS …………………………………………………………...... v LIST OF TABLES ……………………………………………………………………… ix LIST OF FIGURES …………………………………………………………………….. x CHAPTER 1 INTRODUCTION ………………………………………………………. 1 Autism ………………………………………………..……………………………..... 3 Developmental Delay ……………………………………..………………………...... 4 Developmental Disabilities …………………………………..……………………..... 4 Inclusion …………………………………………………………………..………….. 5 Play ………..………..………..………..………..………..………..…………....……. 7 Social Skills ………..………..………..………..………..………..………………...... 8 Social Skills Interventions ………..………..………..………..………..……….......... 9 Statement of the Problem ………..………..………..………..………..……….......... 14 Purpose of the Study ………..………..………..………..………..……………......... 14 Research