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ERIC Number: EJ940750
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1540-7969
Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers
Hughes, Carolyn; Golas, Melissa; Cosgriff, Joseph; Brigham, Nicolette; Edwards, Caitlin; Cashen, Kelly
Research and Practice for Persons with Severe Disabilities (RPSD), v36 n1-2 p46-61 Spr-Sum 2011
Incorporating general education peers into social skills instructional programs has been effective at increasing social interaction of high school students with intellectual disabilities and autism with their classmates. In this study, communication book use (Hughes et al., 2000), combined with providing the opportunity to interact, was associated with increases in conversational initiations and responses of five high school students identified with intellectual disabilities and autism and their general education peers. We also addressed a limitation of Hughes et al. (2000) by expanding the role of peers during generalization to (a) engage in conversational interactions that were more reciprocal and typical of high school student dyads and (b) provide support to participants while interacting. This study adds to the few published social skills interventions involving high school students with intellectual disabilities and autism in inclusive settings and extends findings to a population of students with more varied communication characteristics. (Contains 4 tables and 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A