University of Vermont

The Center on Disability and Community Inclusion (CDCI)
Untitled Document

Paraeducator Support:

SUMMARY

Citation:

Carter, E. W., & Pesko, M. J. (in press). Social validity of peer interaction intervention strategies in high school classrooms: Effectiveness, feasibility, and actual use. Exceptionality.

Abstract:

Promoting social interaction among students with severe disabilities and their general education peers has long been a prominent focus of research and policy efforts. We asked 81 educators to evaluate the effectiveness, feasibility, and actual use of 12 intervention strategies for increasing social interaction among high school students with and without severe disabilities. Although considerable variability was evident across individual strategies, general educators, special educators, and paraprofessionals generally shared similar views regarding the acceptability of these strategies. Recommendations for developing socially valid interventions for transition-age youth are discussed.

Last modified February 21 2008 10:52 AM

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