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ERIC Number: EJ1400247
Record Type: Journal
Publication Date: 2023-Jan
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-3576
EISSN: EISSN-1538-4829
Available Date: N/A
The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms
Chung, Yun-Ching; Douglas, Karen H.
Focus on Autism and Other Developmental Disabilities, v38 n4 p223-233 2023
Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research.
SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A