Research on Social Relationships

Kennedy, Craig L.H.

doi:10.1002/9780470713198.ch14

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…Although various recruitment strategies can be employed (e.g., teacher-extended invitations to specific students, peer volunteers, general announcements), teachers should weigh several factors when identifying potential peer supports, including the preferences, educational goals, and individual support needs of students with severe disabilities; the activities in which students will engage; peer interest; and the educational needs of potential peer supports. Students who agree to work together are then moved within the classroom so that they are sitting next to each other and remain in close proximity during instructional activities (Kennedy, 2004).…”

Section: Selecting Studentsmentioning

confidence: 99%

Promoting Access to the General Curriculum Using Peer Support Strategies

Carter

Kennedy

2006

Research and Practice for Persons with Severe Disabilities

100

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Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that students with severe disabilities benefit fully from the myriad learning and social opportunities available through the general curriculum remains an important challenge, particularly at the secondary level. We discuss peer support interventions, a form of peer-mediated intervention, as an effective approach for engaging youth with severe disabilities more meaningfully in the general curriculum, as well as promoting academic success for classmates serving as peer supports. We describe the core elements of these interventions, review research pertaining to the academic and social benefits available to participating students, and discuss factors that may account for the effectiveness and social acceptability of this intervention approach.

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Section: Selecting Studentsmentioning

confidence: 99%

Promoting Access to the General Curriculum Using Peer Support Strategies

Carter

Kennedy

2006

Research and Practice for Persons with Severe Disabilities

100

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“…If inappropriate social behaviors are viewed as problem behaviors, then an assessment of these behaviors may be amenable to analogue functional analysis techniques. If researchers can identify the variables that maintain inappropriate social interactions in children with AS, this information may help in the development of interventions to improve social outcomes (Kennedy, 2004; Rehfeldt & Chambers, 2003).…”

mentioning

confidence: 99%

Functional Analysis of Inappropriate Social Interactions in Students With Asperger's Syndrome

Roantree

Kennedy

2012

J of App Behav Analysis

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We analyzed the inappropriate social interactions of 3 students with Asperger's syndrome whose behavior was maintained by social positive reinforcement. We tested whether inappropriate social behavior was sensitive to social positive reinforcement contingencies and whether such contingencies could be reversed to increase the probability of socially appropriate responding. Our results show that social positive reinforcers can be identified for inappropriate social interactions and that appropriate social behaviors can be sensitive to reinforcement contingency reversals.

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“…The initial effectiveness of peer support interventions having been demonstrated, attention is now turning to refined experimental analyses of these intervention packages (Kennedy, 2004). Systematic assessments of peer support arrangements aimed at understanding the roles that various intervention components have on student outcomes should hold interest for both researchers and practitioners.…”

mentioning

confidence: 99%

Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

Carter

Cushing

Clark

et al. 2005

Research and Practice for Persons with Severe Disabilities

140

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Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.

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Research on Social Relationships

Cited by 7 publications

References 24 publications

Promoting Access to the General Curriculum Using Peer Support Strategies

Promoting Access to the General Curriculum Using Peer Support Strategies

Functional Analysis of Inappropriate Social Interactions in Students With Asperger's Syndrome

Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

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