Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions

By E. Carter, C. Hughes. 2005

166 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/65e229a25e84e6d6708a15df99054287590586a1

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Promoting Access to the General Curriculum Using Peer Support Strategies (2006, background): “The social benefits of peer-mediated strategies are welldocumented (e.g., Carter & Hughes, 2005; McConnell, 2002).”
Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers (2011, background): “Incorporating general education peers into social skills instructional programs has been effective at increasing social interaction of high school students with intellectual disabilities and autism and their classmates (cf. Carter & Hughes, 2005).”
Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “Furthermore, research documenting the social, academic, and behavioral benefits associated with inclusion in general education classes is accumulating steadily (e.g., Carter & Hughes, 2005; Fisher & Meyer, 2002; Freeman & Alkin, 2000; Ryndak & Fisher, 2003).”
Examining National Trends in Educational Placements for Students With Significant Disabilities (2017, background): “…of the positive influence of general education on academic achievement (Cosier, Causton-Theoharis, & Theoharis, 2013), adaptive behavior (Dessemontet & Bless, 2013), self-determination (Hughes, Agran, Cosgriff, & Washington, 2013), and social problem solving and engagement (Carter & Hughes, 2005).”
The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities (2014, background): “…has further demonstrated that students with low-incidence disabilities learn communication (Foreman, Arthur-Kelly, Pascoe, & King, 2004), social (Carter & Hughes, 2005; Fisher & Meyer, 2002), and employment skills when fully involved in general education settings (Benz, Lindstrom, & Yovanoff,…”
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “Given the limited generalized intervention effects noted in previous social interaction literature reviews (Carter & Hughes, 2005), more deliberate attention should be given to refining peer support intervention components to promote broader social outcomes within these classrooms.”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, methodology): “Second, we examined bibliographies of related research reviews (e.g., Bellini et al., 2007; Carter & Hughes, 2005; National Autism Center, 2009; National Research Council, 2001; McConnell, 2002; Reichow & Volkmar, 2010) and each identified article (i.e., ancestral search).”