Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions

Autor/inn/en	Carter, Erik W.; Hughes, Carolyn
Titel	Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 30 (2005) 4, S.179-193 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Regular and Special Education Relationship; Disabilities; Special Needs Students; Mental Retardation; Middle School Students; High School Students; Context Effect; Observation; Research Design; Research Methodology; Generalization; Student Characteristics; Inclusive Schools; Mainstreaming; Intervention; Peer Relationship; Interaction; Adolescents + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Geistige Behinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Beobachtung; Forschungsdesign; Research method; Forschungsmethode; Inclusive school; Integrative Schule; Peer-Beziehungen; Interaktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Research indicates that peer interaction can have a substantial impact on the lives of adolescents with disabilities. However, social interaction among adolescents with intellectual disabilities and their general education peers typically occurs infrequently in secondary schools. This paper provides a critical analysis of twenty-six empirical interventions aimed at promoting social interaction among adolescents with intellectual disabilities and their general education peers in middle and high school settings. Findings are analyzed with regard to intervention components; student characteristics; interaction settings; measures of interaction; observation procedures; experimental designs; intervention components; and measures of generalization, social validity, and treatment integrity. Based upon findings from this literature, we present recommendations to guide future research and the development of effective social interaction interventions for adolescents with intellectual disabilities in middle and high schools. (Contains 3 tables.) (Author).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10