A peer-delivered social interaction intervention for high school students with autism

Research and Practice for Persons with Severe Disabilities

Volumn 38, Issue 1, 2013, Pages 1-16

  Hughes, Carolyn ^a   Harvey, Michelle ^b   Cosgriff, Joseph ^b   Reilly, Caitlin ^b   Heilingoetter, Jamie ^b   Brigham, Nicolette ^b   Kaplan, Lauren ^b   Bernstein, Rebekah ^b  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84880594101     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.2511/027494813807046999     Document Type: Article

References (41)

1. Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 145, 1017-1028. doi:10.1037/0022-3514.45.5. 1017
2. Bock, M. A. (2007). A social-behavioral learning strategy inter-vention for a child with Asperger syndrome: Brief report. Remedial and Special Education, 28, 258-265. doi:10.1177/07419325070280050101
3. Broden, M., Hall, R. V, & Mitts, B. (1971). The effect of self-recording on the classroom behavior of two eighth-grade students. Journal of Applied Behavior Analysis, 4, 191-199. doi:10.1901/jaba.1971.4-191
4. Carter, E. W., & Hughes, C. (2005). Increasing social interaction among adolescents with intellectual disabilities and their general education peers: Effective interventions. Research and Practice for Persons with Severe Disabilities, 30, 179-193. doi:10.2511/rpsd.30.4.179 (Pubitemid 43735080)
5. Carter, E. W., Hughes, C., Guth, C. B., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation, 110, 366-377. doi:10.1352/0895-8017 (2005) 110[366:FISIAH]2.0. C0;2
6. Carter, E. W., & Kennedy, C. H. (2006). Promoting access to the general curriculum using peer support strategies. Research and Practice for Persons with Severe Disabilities, 31, 284-292. doi:0.1177/0885728808317656
7. Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78, 107-125.
8. Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479-494. doi:10.1352/2008. 113:479-494
9. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32, 213-227.
10. Christopher, J. S., Hansen, D. J., & MacMillan, V. M. (1991). Effectiveness of a peer-helper intervention to increase children's social interactions: Generalization, maintenance, and social validity. Behavior Modification, 15, 22-50. doi:10.1177/01454455910151002
11. DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17, 198-208. doi:10.1177/10883576020170040201
12. Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self-regulation strategies improve self-discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31, 17-26. doi:10.1080/01443410.2010.506003
13. Fantuzzo, J. W., & Polite, K. (1990). School-based, behavioral self-management: A review and analysis. School Psychology Quarterly, 5, 180-198. doi:10.1037/h0090612
14. Fey, M. E. (1986). Language intervention with young children. San Diego, cA: College-Hill Press.
15. Fixsen, D. L., Phillips, E. L., & Wolf, M. M. (1972). Achievement place: The reliability of self-reporting and peerreporting and their effects on behavior. Journal of Applied Behavior Analysis, 5, 19-30. doi:10.1901/jaba.1972. 5-19
16. Gaylord-Ross, R. J., Haring, T. G., Breen, C., & Pitts-Conway, V. (1984). The training and generalization of social interaction skills with autistic youth. Journal of Applied Behavior Analysis, 17, 229-247. doi:10.1901/jaba.1984.17-229
17. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305. doi:10.1901/jaba.1992.25-289
18. Haring, T. G., & Breen, C. G. (1992). A peer-mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities. Journal of Applied Behavior Analysis, 25, 319-333. doi:10.1901/jaba.1992.25-319
19. Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189-196. doi:10.1901/jaba.1978.11-189
20. Hughes, C., Carter, E. W., Hughes, T., Bradford, E., & Copeland, S. R. (2002). Effects of instructional versus non-instructional roles on the social interactions of high school students. Education and Training in Mental Retardation and Development Disabilities, 37, 146-162. (Pubitemid 44111971)
21. Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a social skills intervention among high school students with intellectual disabilities and autism and their general education peers. Research and Practice for Persons with Severe Disabilities, 36, 46-61.
22. Hughes, C., Rodi, M. S., Lorden, S. W., Pitkin, S. E., Derer, K. R., Hwang, B., et al. (1999). Social interactions of high school students with mental retardation and their general education peers. American Journal on Mental Retardation, 104, 533-544.
23. Hughes, C., Rung, L. L., Wehmeyer, M. L., Agran, M., Copeland, S. R., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. The Journal of the Association for Persons With Severe Handicaps, 25, 153-166. doi:10.2511/rpsd.25.3.153
24. Individuals with Disabilities Education Improvement Act of 2004, PL 108-446
25. U. S. C. §§ 1400 et seq.
26. Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53, 431-439. doi:10.111/j.1469-7610.2011.02493.x
27. Kazdin, A. E. (1982). Single case research design: Methods for clinical and applied settings. New York: Oxford University Press.
28. Korotitsch, W. J., & Nelson-Gray, R. O. (1999). An overview of self-monitoring research in assessment and treatment. Psychological Assessment, 11, 415-425.
29. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717. doi:10.1037/0003-066X.57.9.705
30. Newman, L. (April 2007). Facts from NLTS2: Secondary school experiences of students with autism. Menlo Park, CA: SRI International. Retrieved from www.nlts2.org/fact-sheets/nlts2-fact-sheet-2007-04.pdf.
31. Nientimp, E. G., & Cole, C. L. (1992). Teaching socially valid social interaction responses to students with severe disabilities in an integrated school setting. Journal of School Psychology, 30, 343-354. doi:10.1016/0022-4405 (92) 90002-M
32. Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23, 15-28. doi:10.1177/1088357608314370
33. Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7, 3-17. doi:10.1177/10983007050070010201 (Pubitemid 40101552)
34. Sainato, D. M., Goldstein, H., & Strain, P. S. (1992). Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism. Journal of Applied Behavior Analysis, 25, 127-141. doi:10.1901/jaba.11992.25-127
35. ™. Focus on Autism and Other Developmental Disabilities, 21, 211-222. doi:10.1177/10883576060210040201
36. Shukla, S., Kennedy, C. H., & Cushing, L. S. (1999). Intermediate school students with severe disabilities: Supporting social participation in general education classrooms. Journal of Positive Behavior Interventions, 1, 130-140. doi:10.1177/109830079900100301
37. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 2, 349-467. doi:10.1901/jaba.1977.10-349
38. Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, Language, and Hearing Research, 47, 126-144. doi:10.1044/1092-4388 (2004/012) (Pubitemid 38338388)
39. U. S. Department of Education. (2010). 29th Annual report to Congress on the Implementation of the Individuals With Disabilities Education Act, 2007. Washington, DC: Author.
40. Wehmeyer, M. L., Agran, M., Hughes, C., Martin, J. E., Mithaug, D. E., & Palmer, S. B. (2007). Promoting self-determination in students with developmental disabilities. New York: Guilford.
41. Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214. doi:10.1901/jaba.1978.11-203