Using a Social Guide to Improve Social Relationships of People with Severe Disabilities

Abstract

Staff members of community-based residential programs serving individuals with intellectual disabilities often have difficulty helping participants develop social relationships with communitymembers. A "social guide model"taught staff of an apartment-based residential program to use a set of"community network strategies" to improve the social relationships ofthree women with disabilities. Resultsdemonstrated afunctional relationship between staffmembers' use ofthe strategies under the supervision ofthe social guide model and increases in the size of participants' social networks and the frequency with which they experienced social integration. The intervention also wasassociated witha higher weekly rate of introduction of new network members and a higher rate of socially integrated activities per network memberper week. Gains generally were maintained during a follow-up period, with a regular staff memberassuming-the roleofsocialguide.DESCRIPTORS: applied behavior analysis, community-based programs, mental retardation, quality of life, residential programs, social interaction Outcomes related to the social relationships of people with disabilities are commanding attention as important indicators of quality of life (Haring, 1991; Kennedy, Homer, & Newton, 1989, 1990O'Connor, 1983;Rowitz, 1985). An existing body of research demonstrates a beneficial relationship between social support and both mental and physical health (e.

Supporting people with Autism Spectrum Dis. in leisure time: Impact of an Univ. Vol. Program, and rel. factors. [Apoyos en ocio para personas con Trastorno de Espectro Autista: Impacto de un programa de voluntariado universitario y factores relacionados]

“…Families of users with ASD perceived that carrying out social activities accompanied by volunteers had a very positive effect on the personal development of their sons and pupils, helping them to acquired new skills (i.e., daily life skills, interaction with other people, motivation to involve in activities outdoors, etc.). This high level of satisfaction with the Program's effects on these abilities was mainly perceived by the group of families of the youngest users, what is congruent with previous studies that found that age can negatively affect social participation (Newton & Honer, 1993;Orsmond et al, 2004;Kampert & Goreczny, 2007), and that a high percentage of adolescents and adults with ASD have no friendly relations with peers (Orsmond et al, 2004). ).…”

“…They are also more prone to practice activities alone (Buttimer & Tierney, 2005;Orsmond, Krauss & Seltzar, 2004). Their lack of social involvement extends to adolescence and to the adulthood, worsening with age (Newton & Honer, 1993;Orsmond et al, 2004). Adolescents and adults with disabilities go less frequently to cinema or shopping, spend less time visiting their friends at home, and, in general, are much less involved in their communities (Kampert & Goreczny, 2007).…”

Do persons with intellectual disability have a social life?The Israeli reality

“…It seems that their lack of social skills and their limited social network generate too much unstructured free time, leading to loneliness, boredom and sometimes anxiety. 28,44 One's social competence seems to relate to personal characteristics, such as age, gender, and level of functioning, rather than type of living arrangement. The fact that people live together in the same setting does not guarantee a richer social life.…”

Multiple Perspectives on Inclusive Education: Reflections of a University Faculty

“…Consistent with changing definitions of disability (Schalock et al, 1994), what were once described as dependencies are now more likely to be framed as support needs. Hence, the school-to-community transition process for a specific student becomes building bridges and brokering the supports that are necessary to ensure reasonable levels of choice, access, skill acquisition, and opportunity for participation in home, social, and vocational events within the community (Newton & Homer, 1993;Rogan, Hagner, & Murphy, 1993;Snull & Smith, 1994). Put differently, assuring meaningful educational benefit requires something more than showing that students are acquiring skills that they did not initially have; it involves instead providing evidence that the educational process has resulted in enhanced participation and membership in the activities of life that are valued by other members of the student's community.…”