Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions

Educational Research Review

Volumn 20, Issue , 2017, Pages 12-23

  Garrote, Ariana ^a   Sermier Dessemontet, Rachel ^b   Moser Opitz, Elisabeth ^a  

^a UNIVERSITY OF ZURICH   (Switzerland)

^b UNIVERSITY OF LAUSANNE   (Switzerland)

Author keywords

Friendship; Inclusive classrooms; Intervention; Social acceptance; Social interactions

Indexed keywords

EID: 84994719258     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2016.11.001     Document Type: Article

References (100)

1. Avramidis, E., Social relationships of pupils with special educational needs in the mainstream primary class: Peer group membership and peer-assessed social behaviour. European Journal of Special Needs Education 25:4 (2010), 413–429, 10.1080/08856257.2010.513550.
2. Avramidis, E., Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education 28:4 (2013), 421–442, 10.1080/02671522.2012.673006.
3. Banda, D.R., Hart, S.L., Liu-Gitz, L., Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders 4:4 (2010), 619–625, 10.1016/j.rasd.2009.12.005.
4. Batchelor, D., Taylor, H., Social inclusion - next step: User-friendly strategies to promote social interaction and peer acceptance of children with disabilities. Australian Journal of Early Childhood 30:4 (2005), 10–18.
5. Bellini, S., Peters, J.K., Benner, L., Hopf, A., A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education 28:3 (2007), 153–162, 10.1177/07419325070280030401.
6. Bierman, K.L., Powers, C.J., Social skills training to improve peer relations. Rubin, K.H., Bukowski, W.M., Laursen, B.P., (eds.) Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups, 2009, Guilford Press, New York, 603–621.
7. Bless, G., Schulische Integration. Kritische Aspekte zu ihrer Realisierung innerhalb der Schweizer Bildungssysteme. Kummer Wyss, A., Walther-Müller, P., (eds.) Integration: Anspruch und Wirklichkeit, 2004, Edition SZH/CSPS, Luzern, 41–56.
8. Bossaert, G., Colpin, H., Pijl, S.J., Petry, K., Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education 17:1 (2013), 60–79, 10.1080/13603116.2011.580464.
9. Camargo, S., Rispoli, M., Ganz, J., Hong, E., Davis, H., Mason, R., A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders 44:9 (2014), 2096–2116, 10.1007/s10803-014-2060-7.
10. Cambra, C., Silvestre, N., Students with special educational needs in the inclusive classroom: Social integration and self-concept. European Journal of Special Needs Education 18:2 (2003), 197–208, 10.1080/0885625032000078989.
11. Chang, Y.-C., Locke, J., A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders 27 (2016), 1–10, 10.1016/j.rasd.2016.03.010.
12. Cohen, J., Statistical power analysis for the behavioral sciences. 1988, Routledge, London.
13. Council for Exceptional Children, Standards for evidence-based practices in special education. 2014 Retrieved from http://www.cec.sped.org/∼/media/Images/Standards/CEC%20EBP%20Standards%20cover/CECs%20Evidence%20Based%20Practice%20Standards.pdf.
14. Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., Stackhaus, J., Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. Journal of Applied Behavior Analysis 28:2 (1995), 175–188.
15. Eriksson, L., Granlund, M., Conceptions of participation in students with disabilities and persons in their close environment. Journal of Developmental and Physical Disabilities 16:3 (2004), 229–245, 10.1023/B: JODD.0000032299.31588.fd.
16. Estell, D.B., Jones, M.H., Pearl, R., van Acker, R., Farmer, T.W., Rodkin, P.C., Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities 41:1 (2008), 5–14, 10.1177/0022219407310993.
17. Fabes, R.A., Martin, C.L., Hanish, L.D., Children's behaviors and interactions with peers. Rubin, K.H., Bukowski, W.M., Laursen, B.P., (eds.) Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups, 2009, Guilford Press, New York, 45–62.
18. Falkmer, M., Granlund, M., Nilholm, C., Falkmer, T., From my perspective: Perceived participation in mainstream schools in students with autism spectrum conditions. Developmental Neurorehabilitation 15:3 (2012), 191–201, 10.3109/17518423.2012.671382.
19. Feldman, E.K., Matos, R., Training paraprofessionals to facilitate social interactions between children with autism and their typically developing peers. Journal of Positive Behavior Interventions 15:3 (2012), 169–179, 10.1177/1098300712457421.
20. Frea, W., Craig-Unkefer, L., Odom, S.L., Johnson, D., Differential effects of structured social integration and group friendship activities for promoting social interaction with peers. Journal of Early Intervention 22:3 (1999), 230–242, 10.1177/105381519902200306.
21. Frederickson, N., Simmonds, E., Evans, L., Soulsby, C., Assessing the social and affective outcomes of inclusion. British Journal of Special Education 34:2 (2007), 105–115, 10.1111/j.1467-8578.2007.00463.x.
22. Frederickson, N., Turner, J., Utilizing the classroom peer group to address children's social needs: An evaluation of the circle of friends intervention approach. The Journal of Special Education 36:4 (2003), 234–245.
23. Frederickson, N., Warren, L., Turner, J., Circle of Friends: An exploration of impact over time. Educational Psychology in Practice 21:3 (2005), 197–217, 10.1080/02667360500205883.
24. Freeman, S.F., Alkin, M.C., Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education 21:1 (2000), 3–26, 10.1177/074193250002100102.
25. Frostad, P., Pijl, S.J., Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education 22:1 (2007), 15–30, 10.1080/08856250601082224.
26. Fuchs, D., Fuchs, L.S., Mathes, P.G., Martinez, E.A., Preliminary evidence on the social standing of students with learning disabilities in PALS and no–PALS classrooms. Learning Disabilities Research & Practice 17:4 (2002), 205–215, 10.1111/1540-5826.00046.
27. Garrote, A., Soziale Teilhabe von Kindern in inklusiven Klassen. Empirische Pädagogik 30:1 (2016), 67–80.
28. Gifford-Smith, M.E., Brownell, C.A., Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology 41:4 (2003), 235–284, 10.1016/S0022-4405(03)00048-7.
29. Goldstein, H., Cisar, C.L., Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis 25:2 (1992), 265–280.
30. Goldstein, H., English, K., Shafer, K., Kaczmarek, L., Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech, Language & Hearing Research 40:1 (1997), 33–48 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=1998076502&site=ehost-live.
31. Goldstein, H., Kaczmarek, L., Pennington, R., Shafer, K., Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis 25:2 (1992), 289–305, 10.1901/jaba.1992.25-289.
32. Grütter, J., Meyer, B., Glenz, A., Sozialer ausschluss in Integrationsklassen: Ansichtssache?. Psychologie in Erziehung und Unterricht, 62(1), 2015, 65, 10.2378/peu2015.art05d.
33. Hammel, J., Magasi, S., Heinemann, A., Whiteneck, G., Bogner, J., Rodriguez, E., What does participation mean? An insider perspective from people with disabilities. Disability and Rehabilitation 30:19 (2008), 1445–1460, 10.1080/09638280701625534.
34. Harjusola-Webb, S., Hubbell, S.P., Bedesem, P., Increasing prosocial behaviors of young children with disabilities in inclusive classrooms using a combination of peer-mediated intervention and social narratives. Beyond Behavior, 2012, 29–36.
35. Harper, C.B., Symon, J.B.G., Frea, W.D., Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders 38:5 (2008), 815–826, 10.1007/s10803-007-0449-2.
36. Harrower, J.K., Dunlap, G., Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification 25:5 (2001), 762–784.
37. Hartzell, R., Gann, C., Liaupsin, C., Clem, S., Increasing social engagement in an inclusive environment. Education and Training in Autism and Developmental Disabilities 50:3 (2015), 264–277.
38. Hestenes, L.L., Carroll, D.E., The play interactions of young children with and without disabilities: Individual and environmental influences. Early Childhood Research Quarterly 15:2 (2000), 229–246, 10.1016/S0885-2006(00)00052-1.
39. Hodges, E.V.E., Boivin, M., Vitaro, F., Bukowski, W.M., The power of friendship: Protection against an escalating cycle of peer victimization. Killen, M., Coplan, R.J., (eds.) Social development in childhood and adolescence. À contemporary reader, 2011, Wiley-Blackwell, Chichester, West Sussex, UK, Malden, MA, 155–165.
40. Huber, C., Soziale Integration in der Schule?!: Eine empirische Untersuchung zur sozialen Integration von Schülern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht. 2006, Tectum-Verlag, Marburg.
41. Huber, C., Wilbert, J., Soziale Ausgrenzung von Schülern mit sonderpädagogischem Förderbedarf und niedrigen Schulleistungen im gemeinsamen Unterricht. Empirische Sonderpädagogik 2 (2012), 147–165.
42. Hundert, J., Houghton, A., Promoting social interaction of children with disabilities in integrated preschools: A failure to generalize. Exceptional Children 58 (1992), 311–320.
43. Hundert, J., Rowe, S., Harrison, E., The combined effects of social script training and peer buddies on generalized peer interaction of children with ASD in inclusive classrooms. Focus on Autism and Other Developmental Disabilities 29:4 (2014), 206–215, 10.1177/1088357614522288.
44. Hunt, P., Farron-Davis, F., Wrenn, M., Hirose-Hatae, A., Goetz, L., Promoting interactive partnerships in inclusive educational settings. Journal of the Association for Persons with Severe Handicaps 22:3 (1997), 127–137.
45. Jacques, N., Wilton, K., Townsend, M., Cooperative learning and social acceptance of children with mild intellectual disability. Journal of Intellectual Disability Research 42:1 (1998), 29–36, 10.1046/j.1365-2788.1998.00098.x.
46. Kalyva, E., Avramidis, E., Improving communication between children with autism and their peers through the 'circle of friends': A small-scale intervention study. Journal of Applied Research in Intellectual Disabilities 18:3 (2005), 253–261, 10.1111/j.1468-3148.2005.00232.x.
47. Kamps, D.M., Barbetta, P.M., Leonard, B.R., Delquadri, J., Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis 27:1 (1994), 49–61, 10.1901/jaba.1994.27-49.
48. Kamps, D.M., Leonard, B.R., Vernon, S., Dugan, E.P., Delquadri, J.C., Gershon, B., et al. Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis 25:2 (1992), 281–288, 10.1901/jaba.1992.25-281.
49. Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, J., et al. Peer training to facilitate social interaction for elementary students with autism and theirs peers. Council for Exceptional Children 68:2 (2002), 173–187.
50. Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., et al. A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders 45:6 (2015), 1809–1824, 10.1007/s10803-014-2340-2.
51. Kasari, C., Locke, J., Gulsrud, A., Rotheram-Fuller, E., Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders 41:5 (2011), 533–544, 10.1007/s10803-010-1076-x.
52. Katz, E., Girolametto, L., Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education 33:3 (2013), 133–143, 10.1177/0271121413484972.
53. Kavale, K.A., Forness, S.R., Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities 29:3 (1996), 226–237, 10.1177/002221949602900301.
54. Kavale, K.A., Mostert, M.P., Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly 27 (2004), 31–43.
55. Kemp, C., Carter, M., The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology 22:4 (2002), 391–411, 10.1080/0144341022000003097.
56. Koegel, L.K., Vernon, T.W., Koegel, R.L., Koegel, B.L., Paullin, A.W., Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions 14:4 (2012), 220–227, 10.1177/1098300712437042.
57. Kohler, F.W., Greteman, C., Raschke, D., Highnam, C., Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education 27:3 (2007), 155–163.
58. Koster, M., Nakken, H., Pijl, S.J., van Houten, E., Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education 13:2 (2009), 117–140, 10.1080/13603110701284680.
59. Koster, M., Pijl, S.J., Nakken, H., van Houten, E., Social participation of students with special needs in regular primary education in The Netherlands. International Journal of Disability, Development and Education 57:1 (2010), 59–75, 10.1080/10349120903537905.
60. Kretzmann, M., Shih, W., Kasari, C., Improving peer engagement of children with autism on the school playground: A randomized controlled trial. Behavior Therapy 46:1 (2015), 20–28, 10.1016/j.beth.2014.03.006.
61. Krull, J., Wilbert, J., Hennemann, T., Soziale Ausgrenzung von Erstklässlerinnen und Erstklässlern mit sonderpädagogischem Förderbedarf im Gemeinsamen Unterricht. Empirische Sonderpädagogik 6:1 (2014), 59–75.
62. Ladd, G.W., Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment?. Child Development 61:4 (1990), 1081–1100 Retrieved from 10.1111/1467-8624.ep9102040965.
63. Ladd, G.W., Troop-Gordon, W., The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development 74:5 (2003), 1344–1367 Retrieved from 10.1111/1467-8624.00611.
64. Licciardello, C.C., Harchik, A.E., Luiselli, J.K., Social skills intervention for children with autism during interactive play at a public elementary school. Education & Treatment of Children 31:1 (2008), 27–37 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=29968955&site=ehost-live.
65. Malmgren, K.W., Causton-Theoharis, J.N., Trezek, B.J., Increasing peer interactions for students with behavioral disorders via paraprofessional training. Behavioral Disorders 31:1 (2005), 95–106, 10.2307/23890403.
66. Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S., Miller, T., Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders 8:3 (2014), 334–344, 10.1016/j.rasd.2013.12.014.
67. McConnell, S.R., Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders 32:5 (2002), 351–372, 10.1023/A:1020537805154.
68. McFadden, B., Kamps, D., Heitzman-Powell, L., Social communication effects of peer-mediated recess intervention for children with autism. Research in Autism Spectrum Disorders 8:12 (2014), 1699–1712, 10.1016/j.rasd.2014.08.015.
69. McGrath, A.M., Bosch, S., Sullivan, C.L., Fuqua, R.W., Training reciprocal social interactions between preschoolers and a child with autism. Journal of Positive Behavior Interventions 5:1 (2003), 47–54.
70. de Monchy, M., Pijl, S.J., Zandberg, T., Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education 19:3 (2004), 317–330, 10.1080/0885625042000262488.
71. Nadeau, L., Tessier, R., Relations sociales entre enfants à l'âge scolaire: Effet de la prématurité et de la déficience motrice. Enfance 55:1 (2003), 48–55, 10.3917/enf.551.0048.
72. Nelson, C., McDonnell, A.P., Johnston, S.S., Crompton, A., Nelson, A.R., Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities 42:2 (2007), 165–181.
73. Nepi, L.D., Fioravanti, J., Nannini, P., Peru, A., Social acceptance and the choosing of favourite classmates: A comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, 2015, 10.1111/1467-8578.12096 n/a.
74. Nowicki, E.A., A meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly 26:3 (2003), 171–188.
75. Odom, S.L., Diamond, K.E., Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly 13:1 (1998), 3–25.
76. Owen-DeSchryver, J.S., Carr, E.G., Cale, S.I., Blakeley-Smith, A., Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities 23:1 (2008), 15–28, 10.1177/1088357608314370.
77. Peters, E., Riksen-Walraven, J.M., Cillessen, A.H.N., Weerth, C. de, Peer rejection and HPA activity in middle childhood: Friendship makes a difference. Child Development 82:6 (2011), 1906–1920 Retrieved from 10.1111/j.1467-8624.2011.01647.x.
78. Pierce, K., Schreibman, L., Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis 30:1 (1997), 157–160, 10.1901/jaba.1997.30-157.
79. Pijl, S.J., Frostad, P., Peer acceptance and self-concept of students with disabilities in regular education. European Journal of Special Needs Education 25:1 (2010), 93–105, 10.1080/08856250903450947.
80. Pijl, S.J., Frostad, P., Flem, A., The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research 52:4 (2008), 387–405, 10.1080/00313830802184558.
81. Pijl, S.J., Skaalvik, E.M., Skaalvik, S., Students with special needs and the composition of their peer group. Irish Educational Studies 29:1 (2010), 57–70, 10.1080/03323310903522693.
82. Quinn, M.M., Kavale, K.A., Mathur, S.R., Rutherford, R.B., Forness, S.R., A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders 7:1 (1999), 54–64, 10.1177/106342669900700106.
83. Rotheram-Fuller, E., Kasari, C., Chamberlain, B., Locke, J., Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry 51:11 (2010), 1227–1234, 10.1111/j.1469-7610.2010.02289.x.
84. Ruijs, N.M., Peetsma, T.T.D., Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review 4:2 (2009), 67–79, 10.1016/j.edurev.2009.02.002.
85. Scheepstra, A.J.M., Nakken, H., Pijl, S.J., Contacts with classmates: The social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education 14:3 (1999), 212–220, 10.1080/0885625990140303.
86. Schwab, S., Gebhardt, M., Krammer, M., Gasteiger-Klicpera, B., Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education 30:1 (2015), 1–14, 10.1080/08856257.2014.933550.
87. Scruggs, T.E., Mastropieri, M.A., Summarizing single-subject Research: Issues and applications. Behavior Modification 22:3 (1998), 221–242, 10.1177/01454455980223001.
88. Shechtman, Z., Enhancing social relationships and adjusting behavior in the Israeli classroom. The Journal of Educational Research 91:2 (1997), 99–107, 10.1080/00220679709597527.
89. Sideridis, G.D., Utley, C., Greenwood, C., Delquadri, J., Dawson, H., Palmer, P., et al. Classwide Peer Tutoring: Effects on the spelling performance and social interactions of students with mild disabilities and their typical peers in an integrated instructional setting. Journal of Behavioral Education 7 (1997), 435–462.
90. Simeonsson, R.J., Carlson, D., Huntington, G.S., Sturtz McMillen, J., Brent, J.L., Students with disabilities: A national survey of participation in school activities. Disability and Rehabilitation 23:2 (2001), 49–63, 10.1080/096382801750058134.
91. Soodak, L.C., McCarthy, M.R., Classroom management in inclusive settings. Evertson, C.M., Weinstein, C.S., (eds.) Handbook of classroom management. Research, practice, and contemporary issues, 2006, Lawrence Erlbaum Associates, Mahwah, N.J, 461–489.
92. Stanton-Chapman, T.L., Brown, T.S., A strategy to increase the social interactions of 3-year-old children with disabilities in an inclusive classroom. Topics in Early Childhood Special Education 35:1 (2015), 4–14, 10.1177/0271121414554210.
93. Stanton-Chapman, T.L., Snell, M.E., Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention. Early Childhood Research Quarterly 26:3 (2011), 303–319, 10.1016/j.ecresq.2010.11.002.
94. Storey, K., Smith, D.J., Strain, P.S., Use of classroom assistants and peer-mediated intervention to increase integration in preschool settings. Exceptionality 4:1 (1993), 1–16, 10.1207/s15327035ex0401_1.
95. Thiemann, K.S., Goldstein, H., 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(1), 2004, 126, 10.1044/1092-4388(2004/012).
96. United Nations, Convention on the rights of persons with disabilities and optional protocol. 2006, United Nations, New York.
97. Walker, S., The social participation of young children with developmental disabilities in inclusive early childhood programs. Electronic Journal for Inclusive Education, 2(2), 2007.
98. Watkins, L., O'Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G.E., Sigafoos, J., et al. A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders 45:4 (2015), 1070–1083, 10.1007/s10803-014-2264-x.
99. Whalon, K.J., Conroy, M.A., Martinez, J.R., Werch, B.L., School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders 45:6 (2015), 1513–1531, 10.1007/s10803-015-2373-1.
100. Yude, C., Goodman, R., McConachie, H., Problems of children with hemiplegia in mainstream primary schools. Journal of Child Psychology and Psychiatry 39:4 (1998), 533–541, 10.1111/1469-7610.00349.