Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure

Autor/inn/en	Khemka, Ishita; Hickson, Linda; Mallory, Sarah B.
Titel	Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 7, S.2372-2384 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2770-0
Schlagwörter	Autism; Pervasive Developmental Disorders; Decision Making Skills; Peer Relationship; Adolescents; Disabilities; Peer Influence; Special Education; Research Design; Intervention; Control Groups; Statistical Analysis; Pretesting; Scores; Risk Assessment; Evidence; Cognitive Processes; Interpersonal Competence + Suchen Sie Ihr Suchwort? Autismus; Peer-Beziehungen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Forschungsdesign; Statistische Analyse; Vortest; Risikoabschätzung; Evidenz; Cognitive process; Kognitiver Prozess; Interpersonale Kompetenz
Abstract	This study was designed to assess the impact of a decision-making curriculum (PEER-DM) on the social peer relationship knowledge and self-protective decision-making skills of adolescents with disabilities in hypothetical situations involving negative peer pressure. A randomized design was used to assign students with disabilities from self-contained special education classes to an intervention group (n = 22) or a wait-list control group (n = 20). ANCOVA analyses, using pretest scores as covariates, indicated that students who were trained on PEER-DM had significantly higher effective decision-making action and correct risk perception scores, relative to participants in the control group. This study provides supporting evidence that PEER-DM is a promising intervention for students with disabilities, including those with identified autism spectrum disorders, during transition years to help them develop a better understanding of positive and negative peer relationships and learn systematic decision-making skills for improved handling of social situations in the school and community, especially situations involving negative peer pressure. The study adds credence to using systematic, strategy-based decision making interventions designed to address the cognitive, emotional and motivational processes underlying adolescent decision making in sensitive interpersonal situations involving peer pressure. The study points to the lack of preparedness to handle situations of negative peer pressure as a serious social and health risk for adolescents with disabilities that deserves urgent and concerted attention in transition services programming. Implications for future curriculum-development efforts and replication of treatment findings are discussed. Future research examining disability-specific patterns of decision-making in peer situations and comparisons with typically developing populations is recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01