Wickham, D. R. (1993). An investigation of paraprofessional training to facilitate the inclusion of young children with severe multiple disabilities and autism in community preschools (Mainstreaming). Dissertation Abstracts International, 55(05A), 1186. (University Microfilms No. AAG94-25972)
Institution: University of Kansas
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
Four paraprofessionals working with eight preschoolers with severe multiple disabilities or autism in community preschools were taught four strategies identified in the literature to promote interactions between preschoolers with sever multiple disabilities or autism and preschoolers who are typically developing. Individual training and feedback were conducted daily using videotapes of each paraprofessional practicing strategies to promote interactions. A multiple probe design across two facultative inclustionary strategies packages was employed to measure these adult-mediated strategies which supported complimentary peer-mediated strategies. Simultaneous replications across four paraprofessionals measured treatment effects across subjects. Maintenance was measured at one month. Additional observational measures were employed to evaluate interactive behavior, activities, and environmental conditions.
This study suggested that videotaped feedback training for strategies promoting interactions among children with and without disabilities can be successfully implemented with paraprofessionals working in inclusive settings with children experiencing severe multiple disabilities or autism and maintain after training is completed. Additionally, strategies generalized to children with similar disabilities with reduced treatment effects. Child-to-child interactions increased during training suggesting paraprofessionals using an adult-mediated strategy which supports complimentary peer-mediated strategies is effective with preschoolers. Additionally, classroom schedule and atmosphere were noted to influence child and peer interactions.
This study demonstrated that paraprofessionals can play a role in increasing interactions between children with severe multiple disabilities or autism and typical peers. Further research needs to investigate when an adult should fade from interactions and how to recognize when to allow child-to-child interactions should occur.
Last modified February 14 2008 11:24 AM
