Increasing Social Interaction Between General Education High School Students and Their Peers with Mental Retardation
Source: Journal of Developmental and Physical Disabilities, Volume 14, Number 4, December 2002 , pp. 387-402(16)
Abstract:We used a multiple-baseline design across participants to assess the effects of a verbal directive on the social interactions of general education high school students enrolled in a peer buddy program and their peers with mental retardation. General education students were asked to interact “as friends” with their peers while they engaged in leisure activities. Delivery of the directive was associated with increases in occurrence of social interaction, improvement in quality and reciprocity of interaction, and increases in range of communication behaviors performed by students with mental retardation. In addition, students discussed a greater variety of conversational topics. Findings are discussed with respect to strategies for increasing social interaction among high school students.
Document Type: Research Article
Affiliations: 1: Department of Special Education, Vanderbilt University, Nashville, Tennessee; email@example.com 2: Department of Special Education, Vanderbilt University, Nashville, Tennessee 3: Department of Special Education, University of Kansas, Laurence, Kansas 4: Department of Special Education, University of Northern Iowa, Cedar Falls, Iowa
Publication date: December 1, 2002