Observed Changes in the Alertness and Communicative Involvement of Students with Multiple and Severe Disability Following In-Class Mentor Modelling for Staff in Segregated and General Education Classrooms

Autor/inn/en	Foreman, P.; Arthur-Kelly, M.; Bennett, D.; Neilands, J.; Colyvas, K.
Titel	Observed Changes in the Alertness and Communicative Involvement of Students with Multiple and Severe Disability Following In-Class Mentor Modelling for Staff in Segregated and General Education Classrooms
Quelle	In: Journal of Intellectual Disability Research, 58 (2014) 8, S.704-720 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/jir.12066
Schlagwörter	Multiple Disabilities; Severe Disabilities; Communication Skills; Intervention; Interaction; Mentors; Faculty Development; Interpersonal Communication; Observation; Teacher Student Relationship; Teacher Aides; Paraprofessional School Personnel; Special Education; General Education; Special Classes + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Severe disability; Schwerbehinderung; Kommunikationsstil; Interaktion; Interpersonale Kommunikation; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Handreichung; Lehrerhilfe; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Special class; Sonderklasse
Abstract	Background: The improvement of engagement and involvement in communicative and socially centred exchanges for individuals with multiple and severe disability (MSD) presents complex and urgent challenges to educators. This paper reports the findings of an intervention study designed to enhance the interactive skills of students with MSD using an in-class mentor model of staff development to improve the skills and strategies of their communication partners in two distinct educational settings. Methods: Observational data were collected on eight students with MSD and their 16 teachers and teachers' aides (paraprofessionals), using a multiple baseline across students design, replicated across special and general school setting types. Results: Results indicated variable improvements in student alertness and increased communicative interactions. In some cases significant differences in communicative involvement and awake-active-alert activity were observed. Conclusions: These findings underline the complexity of variables involved in delivering educational and communicative interventions for staff working with this population. Implications for further research and application to daily practices in classrooms are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10