Social Skills and Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?

Autor/inn/en	Hernandez, Carissa; Kulkarni, Saili S.
Titel	Social Skills and Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?
Quelle	In: Journal of the American Academy of Special Education Professionals, (2018), S.6-22 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Community Based Instruction (Disabilities); Students with Disabilities; Middle School Students; Severe Disabilities; Middle School Teachers; Paraprofessional School Personnel; Teaching Methods; Autism; Pervasive Developmental Disorders; Barriers; Teacher Attitudes; Program Effectiveness; Interpersonal Competence; Social Development; Grade 7; Grade 8; Social Behavior; Travel; Mathematics Skills; Cooking Instruction; Socialization; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Severe disability; Schwerbehinderung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Lehrerverhalten; Interpersonale Kompetenz; Soziale Entwicklung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Social behaviour; Soziales Verhalten; Travelling; Reisen; Reise; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Socialisation; Sozialisation; Kalifornien
Abstract	The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was completed using interviews and observations. Participants included students, teachers, and paraprofessionals from a middle school in Southern California. The findings of this study are intended to support the use of CBI in middle school special education classrooms and to demonstrate how a functional program can improve the social skills of students with moderate to severe disabilities. Educators and administrators who may want more information on CBI and its benefits may also utilize the findings. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01