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Direct linkSchaefer, 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
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
Download full textSabena, Cristina; Radford, Luis; Bardini, Caroline – International Group for the Psychology of Mathematics Education, 2005
In this paper we focus on the role of signs in students' perceptive processes underpinning the generalization of numeric-geometric patterns. Based on a videotaped Grade 9 classroom group activity undertaken by three students and framed by a cultural-semiotic theoretical perspective, we carry out a microgenetic analysis of an elementary form of…
Descriptors: Generalization, Grade 9, Semiotics, Nonverbal Communication
