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…

A review of research on teaching social skills to severely handicapped persons discusses training procedures, domain, generalization, maintenance, cost efficiency, reliability, social interaction partners, social validation, research design, and simulation. Evaluation of nine studies affirms that severely handicapped persons can learn to interact…

This study assessed the effects of social interaction with nondisabled peers on the motor and social responses of two preschool children with severe disabilities in separate inclusive child care settings. A multiple baseline design across motor response was used to assess the effects of the peer training intervention. Peer training included…

Examines the potential usefulness of intensive interaction as an educational methodology with pupils whose learning difficulties are compounded by autism. Review of empirical case-study evidence together with questionnaire and interview data from teachers suggests that this intensive approach to developing fundamental social and communication…

Eight high school students who were peer tutors in a classroom for students with severe disabilities were matched in pairs and then randomly assigned to interact with and serve as a partner for a classmate with severe disabilities. One participant in the pair received social interaction training, and one participant did not. Statistical analysis…

This book presents discussions of the practical implementation of inclusion principles with students having learning and/or behavioral problems and disorders. The chapters, arranged under two topical units, "Perspectives and Experiences" and "Best Practices" are: (1) "Inclusion: Chasing the Impossible Dream? Maybe"…