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Effects of Peer Support Arrangements across Instructional Formats and Environments for Students with Severe Disabilities
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Schaefer, John M.; Cannella-Malone, Helen; Brock, Matthew E. – Remedial and Special Education, 2018
Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…
Descriptors: Severe Disabilities, Peer Influence, Educational Environment, Intellectual Disability
The Utility of Interaction Analysis for Generalizing Characteristics of Science Classrooms
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Crippen, Kent J.; Sangueza, Cheryl R. – School Science and Mathematics, 2013
Validating and generalizing from holistic observation protocols of classroom practice have proven difficult. These tools miss crucial classroom characteristics, like the type of instruction, the organization of learners, and the level of cognitive engagement that occur differentially in the time span of a lesson. As a result, this study examined…
Descriptors: Interaction Process Analysis, Classroom Environment, Professional Development, Secondary School Teachers
Responsive Interaction Interventions for Children with or at Risk for Developmental Delays: A Research Synthesis
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Kong, Na Young; Carta, Judith J. – Topics in Early Childhood Special Education, 2013
The purpose of this article is to synthesize the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays with a focus on six dimensions: (a) the characteristics of participants, (b) the features of RII, (c) the measurement of treatment fidelity, (d) the overall effectiveness of…
Descriptors: Intervention, Developmental Delays, Interaction, Quasiexperimental Design
Increasing Generalized Social Interactions in Psychotic and Mentally Retarded Residents through Peer-Mediated Therapy.
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Stewart, Gary; And Others – Journal of Applied Behavior Analysis, 1992
This study demonstrated that five withdrawn adults living in a residential center for psychotic and mentally handicapped persons could serve as peer therapists to increase the social interaction of other withdrawn residents. Positive results were maintained during a four-month follow-up condition. (Author/DB)
Descriptors: Adults, Behavior Change, Generalization, Interaction
Assessing Integration in Early Childhood Education: Clique Analysis of Social Interactions.
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Storey, Keith; And Others – Education and Treatment of Children, 1995
In this study, clique analysis methodology was used to analyze the social interaction of preschoolers (two with social delays and four nondelayed) in a nontraining or generalization setting. Analysis suggested that students with social delays became more integrated during free-play times following peer-mediated instruction. (Author/DB)
Descriptors: Developmental Delays, Early Childhood Education, Generalization, Interaction Process Analysis
Creating Classroom Conversations with Deaf Children.
Musselman, Carol; Hambleton, Don – ACEHI Journal, 1990
Five teachers using a conversational approach to language teaching with hearing-impaired students were studied. Teachers tended to exert a high level of conversational control, though conversational control decreased over time. The children (ages 4-10) exhibited language growth in their imitations and responses but not in spontaneous utterances.…
Descriptors: Classroom Communication, Deafness, Discourse Analysis, Elementary Education