Literaturnachweis - Detailanzeige
| Autor/inn/en | Huber, Heartley B.; Carter, Erik W.; Lopano, Sarah E.; Stankiewicz, Kristen C. |
|---|---|
| Titel | Using Structural Analysis to Inform Peer Support Arrangements for High School Students with Severe Disabilities |
| Quelle | In: American Journal on Intellectual and Developmental Disabilities, 123 (2018) 2, S.119-139 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1944-7515 |
| Schlagwörter | High School Students; Severe Disabilities; Peer Relationship; Intervention; Learner Engagement; Interpersonal Relationship; Structural Analysis (Science); Individual Needs; Program Effectiveness |
| Abstract | We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants. (As Provided). |
| Anmerkungen | American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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