Literaturnachweis - Detailanzeige
Autor/inn/en | Alwell, Morgen; Cobb, Brian |
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Titel | Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities: A Systematic Review |
Quelle | In: Career Development for Exceptional Individuals, 32 (2009) 2, S.94-107 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-7288 |
DOI | 10.1177/0885728809336657 |
Schlagwörter | Augmentative and Alternative Communication; Disabilities; Literature Reviews; Intervention; Adolescents; Interpersonal Competence; Effect Size; Meta Analysis; Communication Skills; Mental Retardation; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Pervasive Developmental Disorders; Pretests Posttests; Role Playing; Cues |
Abstract | The relationship between social and communicative interventions and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. In all, 30 studies intervening with 316 youth with a broad range of disability labels (both high- and low-incidence disabilities) were reviewed. Subgroup analyses were conducted on original research in these areas: augmentative and alternative communication (AAC), conversation skills, decreasing aberrant behavior, and social skills training (SST). Little support was found for AAC and modest support for interventions designed to increase conversation skill acquisition and for SST, and the research in decreasing aberrant behavior was unable to be synthesized because of effect size calculation formula problems. Results are discussed in terms of alignment with extant literature reviews, methodological issues in meta-analysis, recommendations for further research, and practical implications. (Contains 1 table.) (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |