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Training Paraprofessionals to Facilitate Social Interactions between Children with Autism and Their Typically Developing Peers
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Feldman, Eileen Klein; Matos, Rosy – Journal of Positive Behavior Interventions, 2013
To support children with autism in inclusive classrooms, schools are increasingly utilizing paraprofessionals. However, research suggests that paraprofessionals often lack sufficient training and may inadvertently hinder the social interactions between children with disabilities and their peers. This study used a multiple baseline across…
Descriptors: Autism, Inclusion, Peer Relationship, Social Development
Functionality of Objectives in the Program and Education Plans of Persons with Mental Retardation.
Keyes, Joseph B.; Karst, Ralph R. – 1991
This study examined the relationship between the functionality of training objectives established in Individual Program Plans (IPPs) and Individual Education Plans (IEPs) of persons with severe and profound mental retardation and different service delivery environments. Each training objective in the IPPs and IEPs of 78 individuals was classified…
Descriptors: Adults, Behavior Development, Delivery Systems, Elementary Secondary Education
Development of Adaptive Behavior in Adolescents and Young Adults with Autism and Down Syndrome.
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Loveland, Katherine A.; Kelley, Michelle L. – American Journal of Mental Retardation, 1988
Sixteen individuals with autism and sixteen with Down's Syndrome, aged 10-29, were matched for verbal mental age. The groups' scores did not differ on the Vineland Adaptive Behavior Scales. However, the adaptive skills of Down's Syndrome individuals kept pace with mental age, while the skills of autistic subjects did not change. (Author/JDD)
Descriptors: Adaptive Behavior (of Disabled), Adolescents, Autism, Behavior Development