Social Interactions for a Young Child With Severe and Multiple Disabilities Through a Peer‐Mediated Intervention in Taiwan

ABSTRACT This study explored how a peer‐mediated intervention (PMI) conducted at an inclusive preschool in Taiwan encouraged social interactions and eliminated problem behaviors in a child with severe and multiple disabilities (SMDs). The author used a single‐subject experimental reversal design to analyze the case of a 6‐year‐old girl named Penny. Changes in Penny's social interactions and problem behaviors during the PMI were examined. When the PMI was introduced, Penny exhibited significant improvements in her social interactions and reductions in her problem behaviors, especially in the B 2 phase. Furthermore, positive feedback and support from Penny's parents and classmates bolstered the efficacy and acceptance of the intervention strategies. These findings demonstrate that a PMI can promote social engagement and eliminate problem behaviors in children with severe disabilities, thereby underscoring the importance of adopting such interventions more widely in inclusive educational settings.