Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities

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

Efficacy of Peer Networks to Increase Social Connections Among High School Students With and Without Autism Spectrum Disorder

Autor: Michelle N. Harvey, Kristen Bottema-Beutel, Erik W. Carter, Julia M. Hochman, Jenny R. Gustafson

Publikováno v: Exceptional Children. 82:96-116

Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructure

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e250c118b15004cd7deb6e51f697137b
https://doi.org/10.1177/0014402915585482

The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder

Autor: Julia M. Hochman, Paul J. Yoder, Linda R. Watson, Kristen Bottema-Beutel

Publikováno v: Journal of Autism and Developmental Disorders. 44:2162-2174

This study examined associations between three parent–child engagement states and social communication, expressive language, and receptive language at 8 month follow-up, in 63 preschool-age children with autism spectrum disorder. We extend the lite

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::44da807002a17b79780e2db0375df095
https://doi.org/10.1007/s10803-014-2092-z

Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities.

Autor: Asmus JM; Jennifer M. Asmus, University of Wisconsin-Madison., Carter EW; Erik W. Carter, Vanderbilt University., Moss CK; Colleen K. Moss, University of Wisconsin-Madison., Biggs EE; Elizabeth E. Biggs, Vanderbilt University., Bolt DM; Daniel M. Bolt, University of Wisconsin-Madison., Born TL; Tiffany L. Born, University of Wisconsin-Madison., Bottema-Beutel K; Kristen Bottema-Beutel, Boston College., Brock ME; Matthew E. Brock, The Ohio State University., Cattey GN; Gillian N. Cattey, Vanderbilt University., Cooney M; Molly Cooney, University of Wisconsin-Madison., Fesperman ES; Ethan S. Fesperman, Vanderbilt University., Hochman JM; Julia M. Hochman, Vanderbilt University., Huber HB; Heartley B. Huber, Vanderbilt University., Lequia JL; Jenna L. Lequia, University of Wisconsin-Madison., Lyons GL; Gregory L. Lyons, University of Wisconsin-Madison., Vincent LB; Lori B. Vincent, University of Wisconsin-Madison; and., Weir K; Katie Weir, University of Wisconsin-Madison.

Publikováno v: American journal on intellectual and developmental disabilities [Am J Intellect Dev Disabil] 2017 Mar; Vol. 122 (2), pp. 118-137.