Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Heartley B. Huber"'
Autor:
Heartley B. Huber, Erik W. Carter
Publikováno v:
Inclusion. 11:1-22
Including students with autism spectrum disorder (ASD) well in high school general education classrooms requires intentional and individualized support. We examined the efficacy and social validity of peer support arrangements for enhancing the socia
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::61a344a937019258e42c8fa5a31d63d4
https://doi.org/10.1352/2326-6988-11.1.1
https://doi.org/10.1352/2326-6988-11.1.1
Publikováno v:
Handbook of Special Education Research, Volume II ISBN: 9781003156888
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de56a69654fbc93ff9702be366773c65
https://doi.org/10.4324/9781003156888-18
https://doi.org/10.4324/9781003156888-18
Publikováno v:
American Journal on Intellectual and Developmental Disabilities. 123:119-139
We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::52e45eb26f43a20ead0300dca6984bf3
https://doi.org/10.1352/1944-7558-123.2.119
https://doi.org/10.1352/1944-7558-123.2.119
Autor:
Heartley B. Huber, Emily E. Powers, Thomas W. Farmer, Molly Dawes, Debbie S. Brooks, Betsy Talbott
Publikováno v:
Journal of Emotional and Behavioral Disorders. 26:3-10
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::24604299174e510121fabc936f902ac1
https://doi.org/10.1177/1063426617752139
https://doi.org/10.1177/1063426617752139
Publikováno v:
Focus on Autism and Other Developmental Disabilities. 34:3-14
Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e11382e6410164d517c0e44ebf0a0c43
https://doi.org/10.1177/1088357618755694
https://doi.org/10.1177/1088357618755694
Autor:
Matthew E. Brock, Heartley B. Huber
Publikováno v:
The Journal of Special Education. 51:150-163
Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5ec7c69591437fb3829883fef3f9fc4a
https://doi.org/10.1177/0022466917708184
https://doi.org/10.1177/0022466917708184
Autor:
Tiffany L. Born, Katie Weir, Molly Cooney, Gregory L. Lyons, Gillian N. Cattey, Ethan Fesperman, Erik W. Carter, Jenna Lequia, Heartley B. Huber, Julia M. Hochman, Kristen Bottema-Beutel, Daniel M. Bolt, Colleen K. Moss, Jennifer M. Asmus, Matthew E. Brock, Elizabeth E. Biggs, Lori B. Vincent
Publikováno v:
American Journal on Intellectual and Developmental Disabilities. 122:118-137
This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3b34fc0c9b481dc848457bef27e62f02
https://doi.org/10.1352/1944-7558-122.2.118
https://doi.org/10.1352/1944-7558-122.2.118
Autor:
Sara Snyder, Heartley B. Huber
Publikováno v:
American journal on intellectual and developmental disabilities. 124(4)
Special educators are relying more heavily on computer assisted instruction (CAI) programs to teach academic content to students with intellectual disability (ID) than ever before. Research in this area is growing; however, no formal review of the li
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d2e685231a9cfe3dc6d63828f4dc401
https://pubmed.ncbi.nlm.nih.gov/31199689
https://pubmed.ncbi.nlm.nih.gov/31199689
Autor:
Erik W. Carter, Heartley B. Huber
Publikováno v:
Review Journal of Autism and Developmental Disorders. 3:239-253
Although peer-mediated interventions have emerged as an evidence-based practice for students with autism spectrum disorder (ASD), little attention has focused on approaches for tailoring these interventions to meet individual students’ unique needs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::00ee3c8f52b0e6ad3ee43108bcdbf0e8
https://doi.org/10.1007/s40489-016-0079-8
https://doi.org/10.1007/s40489-016-0079-8
Autor:
Ethan Fesperman, Heartley B. Huber, Jennifer M. Asmus, Lori B. Vincent, Matthew E. Brock, Erik W. Carter, Gillian N. Cattey, Rui Chen, Tiffany L. Born, Molly Cooney, Colleen K. Moss, Julia M. Hochman, Elizabeth E. Biggs, Daniel M. Bolt, Jenna Lequia, Gregory L. Lyons, Lindsay M. Riesch, Kerrie A. Moyseenko, Katie Weir, Rebecca A. Shalev
Publikováno v:
Exceptional Children. 82:209-233
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::23f41124be1d3a550f03bf08885e7289
https://doi.org/10.1177/0014402915598780
https://doi.org/10.1177/0014402915598780