Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.

中文翻译：

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改编自“Stay Play Talk”，适用于表现出社交退缩的幼儿


促进与同龄人的积极关系是对表现出社交退缩的儿童的重要支持。表现出极度害羞或被认定为自我孤立的孩子有患上内化状况的风险，这也可能导致不良的社交和学业成绩。这些孩子可能会从有针对性的支持中受益，以发展与同龄人的关系。确定有效的社会干预措施来支持在学前班课堂上表现出内化行为（例如社交退缩）的儿童是一项关键需求。使用三个焦点儿童设计的非并发多重基线来测试改编版的 Stay， Play， Talk （SPT） 的影响，其中包括同伴选择对社交退缩的幼儿估计社交游戏持续时间的影响。发现 SPT 与同伴选择的实施与焦点儿童社交游戏之间存在功能关系。这项研究表明，同伴选择的 SPT 可能是一种有效且具有社会效益的干预措施，可以增加在课堂上社交退缩的学龄前儿童的社交游戏。需要更多的研究来更好地了解这种适应性 SPT 干预在较长时间实施时对儿童的社交网络、更广泛的社会情感发展和特定的内化行为的影响程度。