Use of Classroom Assistants and Peer-Mediated Intervention to Increase Integration in Preschool Settings

We examine the effectiveness of peer-mediated intervention on the social behavior of socially withdrawn preschoolers. Intervention took place in public school classrooms and was conducted by classroom assistants. Results demonstrate that each of the withdrawn preschoolers increased their social interactions with peers during instructional triads. Social validation findings also indicated improvement in the students' behavior.