Units of Analysis of Social Interaction Outcomes in Supported Education

1989 ◽  
Vol 14 (4) ◽  
pp. 255-262 ◽  
Author(s):  
Thomas G. Haring ◽  
Catherine Breen
Keyword(s):  
Social Interaction ◽  
Social Participation ◽  
Organizational Support ◽  
Severe Disabilities ◽  
Assessment Model ◽  
Process Variables ◽  
Students With Severe Disabilities ◽  
Supported Education ◽  
Social Interaction Skills ◽  
Interaction Skills

In spite of increased advocacy efforts, demonstrations, and consumer demand for supported education, there is a paucity of empirical research that investigates the predicted outcomes of this model. The rationale for supported education is based largely on increasing social participation, acceptance, and friendships between students with severe disabilities and nondisabled students. This article discusses several issues that underlie the development of measurement systems to evaluate the social effects of supported education. We believe that it is essential to measure the outcomes of supported education (i.e., increased acceptance, social participation, and levels of friendships) as well as the process variables (e.g., specific social interaction skills) that are pivotal in creating the outcomes. An assessment model for outcome and process variables is described. Within this model, social interaction skills, organizational support characteristics, and contextual features are viewed as pivotal events in attaining valued outcomes.

Promoting Social Interaction through Teaching Generalized Play Initiation Responses to Preschool Children with Autism

1989 ◽  
Vol 14 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Thomas G. Haring ◽  
Laurie Lovinger
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Severe Disabilities ◽  
Free Play ◽  
Treatment Conditions ◽  
The Social ◽  
Play Behaviors ◽  
Students With Severe Disabilities ◽  
Play Initiation ◽  
Social Interaction Skills

Two experiments were conducted to investigate the effects of play initiation training on subsequent social interactions between students with severe disabilities and their nonhandicapped peers within play contexts. In both studies, five nonhandicapped peers were used as training confederates, and generalization probes were conducted within unstructured free-play situations with a larger number of peers who did not participate in training. In Experiment 1, a preschool student with autistic behaviors was integrated into a regular preschool The effects of two treatment conditions were compared: (a) providing an awareness activity plus rewards for the nonhandicapped peers who initiated interactions and (b) teaching initiations and play behaviors to the student with severe disabilities. The results indicated that although the awareness activity plus reward condition increased the frequency of peer initiations, peer responsivity to the initiations by the student with severe disabilities remained low. When the student with severe disabilities was taught to initiate interactions and play appropriately, the level of initiation by the student increased and the level of responsivity by the peers toward his initiations also increased. In Experiment 2, we replicated this effect with two students who were integrated into a kindergarten class. The effects of competent social interaction skills on shaping environments that are responsive to the social initiations of students with severe disabilities are discussed.

scholarly journals The Extent of Practicing Social Interaction Skills by Jordanian Elementary School Students in accordance with Carl Orff’s Approach to Music Education

2018 ◽  
Vol 12 (3) ◽  
pp. 95
Author(s):  
Tariq William Odeh ◽  
Mohammad Saleem Al Zboon
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Social Interaction ◽  
Music Education ◽  
Elementary School Students ◽  
School Students ◽  
Public And Private ◽  
Private And Public ◽  
Social Interaction Skills ◽  
Interaction Skills

The present study aimed at identifying the extent of practicing social interaction skills by Jordanian elementary school students in accordance with Carl Orff’s approach to music education. The study’s population consists from all the male and female music teachers who teach at primary levels in public and private Jordanian schools (i.e. 350 female and male teachers). In order to collect the required data, the researchers developed a questionnaire that consists from 50 statements.It was concluded that the level of practicing the social interaction skills by Jordanian elementary school students is low from the perspective of the sampled teachers. That is because the total arithmetic mean is 1.80. As for the total standard deviation, it is 0.71. In addition, the means of all the questionnaire statements are within the moderate and low levels. In the light of the study’s results, the researchers recommend the following:Promoting the role of the music education at private and public schools. The researchers also recommend providing all the necessary means and instruments for facilitating and improving the educational processHolding more training courses for teachers regularly by the ministry of education about the music education strategies and methods.

scholarly journals Teaching Social Interaction Skills with Stealthy Training Techniques

2015 ◽  
Vol 3 ◽  
pp. 4036-4043
Author(s):  
Scott Flanagan ◽  
Zachary Horn ◽  
Camilla Knott ◽  
Frederick Diedrich ◽  
Kent Halverson ◽  
...  
Keyword(s):  
Social Interaction ◽  
Training Techniques ◽  
Social Interaction Skills ◽  
Interaction Skills

Social interaction skills and theory of mind in young children.

1999 ◽  
Vol 35 (2) ◽  
pp. 386-391 ◽  
Author(s):  
Anne C. Watson ◽  
Charisse Linkie Nixon ◽  
Amy Wilson ◽  
Laura Capage
Keyword(s):  
Social Interaction ◽  
Theory Of Mind ◽  
Young Children ◽  
Social Interaction Skills ◽  
Interaction Skills

Use of Feedback from Sighted Peers in Promoting Social Interaction Skills

2005 ◽  
Vol 99 (7) ◽  
pp. 403-412 ◽  
Author(s):  
Divya Jindal-Snape
Keyword(s):  
Social Interaction ◽  
Social Behavior ◽  
Visually Impaired ◽  
Visual Cues ◽  
Verbal Reinforcement ◽  
Relevant Feedback ◽  
Self Evaluation ◽  
Social Interaction Skills ◽  
Interaction Skills

A boy who was visually impaired was trained to self-evaluate his social interaction, and a sighted peer was trained to provide relevant feedback to the boy through verbal reinforcement by the researcher. This feedback enhanced the boy's social interaction with his sighted peers, improved certain aspects of his social behavior, and increased the accuracy of his self-evaluation for behaviors that require visual cues.

Applied virtual environments to support learning of social interaction skills in users with Asperger's Syndrome

2002 ◽  
Vol 13 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Sue Cobb ◽  
Luke Beardon ◽  
Richard Eastgate ◽  
Tony Glover ◽  
Steven Kerr ◽  
...  
Keyword(s):  
Social Interaction ◽  
Virtual Environments ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Social Interaction Skills ◽  
Interaction Skills
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