Increasing Interaction in Social Settings for Students with Intellectual Disabilities Using Visual Supports

Autor/inn/en	Malone, Kalley; Hollingshead, Aleksandra; Fodor, Julie
Titel	Increasing Interaction in Social Settings for Students with Intellectual Disabilities Using Visual Supports
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 2, S.198-208 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Interpersonal Relationship; Intellectual Disability; Students with Disabilities; Visual Aids; Grade 8; Grade 9; Interpersonal Communication; Intervention; Dialogs (Language); Peer Relationship; Junior High School Students; Special Education + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Anschauungsmaterial; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Peer-Beziehungen; Junior High Schools; Sekundarstufe I; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Visual supports (VS) are evidence-based interventions for students who have intellectual disability (ID). We examined the efficacy of VS as an intervention to increase independent conversational turn taking with peers at a secondary level. This study used single subject ABAB withdrawal design across two participants employing VS in an unstructured social setting. Two students in eighth and ninth grade used individualized VS in unstructured social environments with peers during the school day to engage in socially relevant conversations. Independent conversational turn taking increased while the need for prompts decreased. This study offers implications toward increased conversation turns of students with ID and their peers in secondary settings outside of the classroom. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01