Social Validity of Peer Interaction Intervention Strategies in High School Classrooms: Effectiveness, Feasibility, and Actual Use

Autor/inn/en	Carter, Erik W.; Pesko, Matthew J.
Titel	Social Validity of Peer Interaction Intervention Strategies in High School Classrooms: Effectiveness, Feasibility, and Actual Use
Quelle	In: Exceptionality, 16 (2008) 3, S.156-173 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Adolescents; Disabilities; Interpersonal Relationship; Interaction; Special Education Teachers; Classrooms; Peer Relationship; Intervention; Social Indicators; Validity; Strategic Planning + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Handicap; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Peer-Beziehungen; Social indicator; Sozialer Indikator; Gültigkeit; Strategy; Planning; Strategie; Planung
Abstract	Promoting social interaction among students with severe disabilities and their general education peers has long been a prominent focus of research and policy efforts. We asked 81 educators to evaluate the effectiveness, feasibility, and actual use of 12 intervention strategies for increasing social interaction among high school students with and without severe disabilities. Although considerable variability was evident across individual strategies, general educators, special educators, and paraprofessionals generally shared similar views regarding the acceptability of these strategies. Recommendations for developing socially valid interventions for transition-aged youth are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10