Increasing social interactions of severely handicapped autistic children

Brady, Michael P.; Shores, Richard E.; McEvoy, M.; Ellis, David N.; Fox, James J.

doi:10.1007/bf01487067

Cited by 59 publications

(30 citation statements)

References 15 publications

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“…v. Mallory (1984). Our own research (Brady 8c Cunningham, 1985;Brady, Shores, McEvoy, Ellis, & Fox, 1987;Fox et al, 1984;Gunter, Fox, Brady, Shores, 8c Cavanaugh, 1988), as well as the findings of numerous others (see reviews by Brady, McEvoy, Gunter, Shores, 8c Fox, 1984;Gaylord-Ross 8c Peck, 1985;Odom & Strain, 1984;Strain 8c Fox, 1981), consistently demonstrate the absence of meaningful social behavior or attitude change by either severely handicapped or nonhandicapped children in the absence of planned, structured, and continuous integration activities. The court's rationale that "profoundly handicapped children can learn social skills in a separate setting without nonhandicapped age peers" (St. Louis D.D.…”

Section: Discussionsupporting

confidence: 65%

The Schools, The Courts, And The Integration Of Students With Severe Handicaps

1989

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porting both integrated and nonintegrated placements as the LRE are investigated. Specifically, the extent to which recent court decisions have influenced educational concepts of the LRE for severely handicapped students is examined. The rationale for these decisions is presented and implications for special educators are discussed.Societal treatment of people with severe handicaps has improved dramatically over the past several decades. The normalization principle has emerged as a guiding philosophy for the human services and has become a catalyst for the improvement of these services. In education, the "steady trend [toward] progressive inclusion" (Reynolds & Birch, 1982, p. 27) of handicapped learners into public schools has been guided by the least restrictive environment (LRE) mandates of Congress in P.L. 94-142 and its reauthorization, P.L. 99-457. Various educators have advocated guidelines for identifying the LRE. Reynolds and Birch (1982) equated LRE with integration and define mainstreaming, its special case, by three characteristics: (a) physical space integration, (b) social integration, and (c) instructional integration. Turnbull and Turnbull (1978) provide specific criteria for determining the LRE, including (a) physical accessibility, (b) the physical presence of handicapped and nonhandicapped learners in age appropriate settings, (c) opportunities for these students to interact with one another, and (d) the dispersal of these classes throughout a school system. Perhaps the most far-reaching LRE guideline, however, was described by Gaylord-Ross and Peck (1985). In defining LRE applications for students with severe handicaps, the authors advocated an active enhancement of school settings such that environments become least restrictive. Thus Gaylor-Ross and Peck shifted the focus from "Is the student too handicapped?" to benefit from any particular setting to "Is this environment sufficiently supportive?" to achieve positive outcomes (p. 201).As educators operationalize the LRE in different ways, these efforts must be consistent with the original preference of Congress when it passed P.L. 94-142

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Section: Discussionsupporting

confidence: 65%

The Schools, The Courts, And The Integration Of Students With Severe Handicaps

1989

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“…Our current hypothesis is that at some point during the intervention, continued coaching may have become suppressive. This phenomenon has been observed following a number of other behavioral interventions (see Brady, Shores, McEvoy, Ellis, & Fox, 1987;Davis, Brady, Hamilton, McEvoy, & Williams, 1994;Lasater & Brady, 1995). Typically these improvements have been observed following fairly intensive interventions, spanning multiple sessions, and resulting in significant behavioral improvement.…”

Section: Discussionmentioning

confidence: 80%

The Effects of Covert Audio Coaching on the Job Performance of Supported Employees

Bennett

Brady

Scott

et al. 2010

Focus Autism Other Dev Disabl

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The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings.

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“…Although the peer training models appear to be effective, it is still unknown if the actual behavior changes occur in the children with autism or if their peers are simply interacting with them more (Pollard, 1998). Relatively few studies have focused on teaching children with autism to initiate and maintain social interactions (e.g., Brady, Shores, McEvoy, Ellis, & Fox, 1987). Research has demonstrated that teaching children with autism in a structured setting (at a level that involves intensity and repetition of the training tasks) is the generally accepted method for teaching skills and yields the most effective results (Baron- Cohen & Bolton, 1993).…”

Section: Introductionmentioning

confidence: 98%

A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism

Kroeger

Schultz

Newsom³

2006

J Autism Dev Disord

126

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A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

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Increasing social interactions of severely handicapped autistic children

Cited by 59 publications

References 15 publications

The Schools, The Courts, And The Integration Of Students With Severe Handicaps

The Schools, The Courts, And The Integration Of Students With Severe Handicaps

The Effects of Covert Audio Coaching on the Job Performance of Supported Employees

A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism

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