Promoting Peer Interactions in Inclusive Classrooms for Students Who Use Speech-Generating Devices

Autor/inn/en	Chung, Yun-Ching; Carter, Erik W.
Titel	Promoting Peer Interactions in Inclusive Classrooms for Students Who Use Speech-Generating Devices
Quelle	In: Research and Practice for Persons with Severe Disabilities, 38 (2013) 2, S.94-109 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.2511/027494813807714492
Schlagwörter	Peer Relationship; Interaction; Mental Retardation; Assistive Technology; Paraprofessional School Personnel; Early Adolescents; Interviews; Program Effectiveness; Middle School Students; Autism; Augmentative and Alternative Communication; Training; Observation; Prompting; Proximity + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Interaktion; Geistige Behinderung; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Autismus; Ausbildung; Beobachtung; Benutzerführung; Lebensnähe
Abstract	Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support. We evaluated the efficacy and social validity of an intervention package incorporating paraprofessional facilitation, peer initiation, and increased availability of speech-generating devices (SGDs) for early adolescents with disabilities attending inclusive classrooms. Two students with an intellectual disability, their parents, peers without disabilities, paraprofessionals, and classroom teachers participated in this study. We used a multiple baseline design across participants and classrooms to evaluate the intervention package's impact on social interaction among students with and without disabilities. In addition, we conducted individual interviews to explore the acceptability of the multicomponent package. Following the intervention, students' interactions with peers increased in three classrooms and SGD use increased in all four classrooms. Participants perceived the intervention to be important, appropriate, and beneficial. We discuss implications and recommendations for improving the social participation of students with complex communication challenges. (As Provided).
Anmerkungen	SAGE Publications. 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