Using Badges to Increase Initiations of Children with Severe Disabilities in a Play Setting

1993 ◽  
Vol 18 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Ann C. Jolly ◽  
St. Marks Center ◽  
David W. Test ◽  
Fred Spooner
Keyword(s):  
Students With Disabilities ◽  
Role Playing ◽  
Severe Disabilities ◽  
Free Play ◽  
Multiple Baseline ◽  
Play Skills ◽  
Training Strategy ◽  
Age Appropriate ◽  
Students With Severe Disabilities ◽  
Teacher Assistant

A study was conducted to investigate a training strategy that allowed children with severe disabilities to choose and initiate activities when playing with chronologically age-appropriate peers without disabilities. Prior to intervention, each student with severe disabilities was taught to use badges with photographs to indicate play activities. Pretraining involved role-playing with the teacher, teacher assistant, and a fourth grader without disabilities and not otherwise involved in the study. The intervention involved having students with disabilities take their badges into a free-play situation. A multiple-baseline, across-subjects design indicated a functional relationship between intervention and student use of play organizers, initiations, and shares. Results are discussed in terms of including students with severe disabilities in the training process when teaching social and play skills.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Age-Appropriate Leisure Materials for Students with Severe Disabilities

1993 ◽  
Vol 25 (2) ◽  
pp. 58-59
Author(s):  
J. M. Blackbourn ◽  
Fonda L. Stewart ◽  
Vonda A. Blackbourn
Keyword(s):  
Severe Disabilities ◽  
Age Appropriate ◽  
Students With Severe Disabilities

Peer-Interaction Strategies: Fostering Positive Experiences for Students With Severe Disabilities in Inclusive Music Classes

2019 ◽  
Vol 37 (3) ◽  
pp. 28-35 ◽  
Author(s):  
Ellary A. Draper ◽  
Laura S. Brown ◽  
Judith A. Jellison
Keyword(s):  
Students With Disabilities ◽  
Peer Interaction ◽  
Task Complexity ◽  
Severe Disabilities ◽  
Positive Interactions ◽  
Typically Developing ◽  
Wide Range ◽  
Regular Classrooms ◽  
Working Together ◽  
Students With Severe Disabilities

Too often, students with disabilities in regular classrooms have limited access to the regular curriculum, and for students with severe disabilities, interactions are often with paraprofessionals, not typical classmates. The present study is grounded in action research methods in that an elementary teacher and the authors worked together for the purpose of designing, implementing, and evaluating interaction guidelines between her students with severe disabilities and their typically developing classmates. Overall, instruction and implementation of peer-interaction activities for working together and helping each other were efficient and resulted in high rates of positive interactions. Although the students with disabilities needed different kinds of support, they were capable of participating in a wide-range of music activities and interacting with their typical classmates. Differences in frequencies and quality of interactions are attributed primarily to task complexity, individual needs, and partner assignments.

LRE and the Placement of Students with Severe Disabilities

1992 ◽  
Vol 17 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Kathryn Haring ◽  
Felicia Farron-Davis ◽  
Lori Goetz ◽  
Patricia Karasoff ◽  
Wayne Sailor ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Small Sample ◽  
Educational Placement ◽  
National Monitoring ◽  
Severely Handicapped ◽  
Degree Of Disability ◽  
Survey Validity ◽  
Students With Severe Disabilities ◽  
Integrated Or

This study addresses the issue of state variability in the placement of students with disabilities in integrated or segregated (students with disabilities only) settings. The study examines actual placement patterns of students with severe disabilities (“severely handicapped”) in a small sample of states in order to more closely identify and analyze factors that might influence national monitoring and reporting of LRE issues. Three states representing different geographical areas and including rural, suburban, and urban population bases participated in a direct survey. The survey asked respondents to identify the number of students with severe disabilities (as defined by the U.S. Department of Education) in the state and the educational placement of these students. A survey validity check was also carried out on a sample of 139 students across the three states. Students were observed and rated using a scale that reports degree of disability (moderate to profound) across nine characteristics; in addition, the placement of these students was recorded. The results of the study suggest that the means by which states collect child count data to report to the federal government under Section 618 of the Education for All Handicapped Children Act are inadequate to meet present informational needs. The collection of data by disability category, for example, rather than by estimates of the extent of disability, may make it difficult to evaluate the effects of present educational reform efforts.

Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

1995 ◽  
Vol 20 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Martin E. Block ◽  
Terry L. Rizzo
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Attitudes Toward Teaching ◽  
Profound Disabilities ◽  
Students With Severe Disabilities ◽  
Education Coursework ◽  
Regular Classes

The purpose of this study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150) from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount of the variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.

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.

Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities

2020 ◽  
Vol 35 (3) ◽  
pp. 153-164
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Scott A. Dueker
Keyword(s):  
Performance Feedback ◽  
Effective Means ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Training Tool ◽  
Students With Severe Disabilities

Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient.

The Effects of a Buddy Skills Package on Preschool Children’s Social Interactions and Play

2011 ◽  
Vol 32 (4) ◽  
pp. 246-254 ◽  
Author(s):  
Kristy Hughett ◽  
Frank W. Kohler ◽  
Donna Raschke
Keyword(s):  
Social Interactions ◽  
Developmental Delays ◽  
Multiple Baseline ◽  
Positive Outcomes ◽  
Play Skills ◽  
Baseline Design ◽  
Play Interactions ◽  
The Social ◽  
Age Appropriate ◽  
The Impact

The purpose of this study was to examine the impact of a buddy skills package on the social and play interactions between three preschoolers with developmental delays and their peers. Each child participated in sociodramatic play activities with two peers who exhibited age-appropriate social and play skills. Following baseline, the children participated in three sessions of training on the strategies of stay, play, and talk with your friends. The intervention consisting of teacher feedback, praise, and picture cards was then used to support children’s social interactions and play. A multiple baseline design indicated that the package was effective for increasing children’s cooperative play in the exchange of activity-related comments. In addition, each playgroup continued to demonstrate these positive outcomes during a maintenance condition.

Peer Interactions and Social Acceptance of Elementary-Age Children with Severe Disabilities in an Inclusive School

1992 ◽  
Vol 17 (4) ◽  
pp. 205-212 ◽  
Author(s):  
Ian M. Evans ◽  
Christine L. Salisbury ◽  
Mary M. Palombaro ◽  
Jennifer Berryman ◽  
Tia M. Hollowood
Keyword(s):  
Students With Disabilities ◽  
Social Acceptance ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
School Year ◽  
The Social ◽  
Physical Affection ◽  
Inclusive School ◽  
Developmental Opportunities ◽  
Students With Severe Disabilities

Although there has been much attention paid to the social relationships of students with severe disabilities in integrated environments, few studies depict the kinds of interactions that can be expected in mainstreamed classrooms. Such information is important for designing classroom ecologies and interventions that will maximize developmental opportunities for all students. Eight children with severe disabilities and eight nonhandicapped peers were observed in their regular elementary school classrooms. Students with severe disabilities received more social approaches than they made. These interactions tended to be receiving assistance, although talk, play, and physical affection were also prevalent. Over the school year the number of interactions declined; however, the pattern (proportions of different types of interaction) became more typical (like those of nonhandicapped peers). Acceptance was measured by sociometric nomination, revealing that some of the students with severe disabilities were very popular, and some were not. Acceptance seemed unrelated to social competence, which did correlate with frequency of interactions initiated by the students with disabilities; acceptance was not related to number of social approaches made or received. The results indicate that children's social acceptance and opportunity for interaction are not uniquely associated with their status as individuals with severe disabilities, and suggest that the implicit standards and values of the students may play a significant role.

Training Teachers to Use Naturalistic Time Delay: Effects on Teacher Behavior and on the Language Use of Students

1989 ◽  
Vol 14 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Ilene S. Schwartz ◽  
Stephen R. Anderson ◽  
James W. Halle
Keyword(s):  
Time Delay ◽  
Role Playing ◽  
Severe Disabilities ◽  
Teacher Behavior ◽  
Baseline Design ◽  
Delay Procedure ◽  
Beneficial Effects ◽  
Delay Effects ◽  
Students With Severe Disabilities ◽  
Mean Length Of Utterance

Teachers of students with severe disabilities were taught to implement a naturalistic time delay procedure within their normal classroom routines for the purpose of improving the language skills of their students. Following a short training program that consisted of explanation, role playing, and feedback, implemented as a multiple baseline design, the teachers increased their use of three types of opportunities for time delay. However, they required special training to capitalize on untrained opportunities for delay. Verbatim samples of the students' speech were collected. The results indicate that teachers of students with severe disabilities can be taught to use the time delay procedure within their normal classroom routine and that their use of delay may have beneficial effects (e.g., increases in mean length of utterance, responsivity, and movement along a continuum of spontaneity) on the speech of their students.

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