Increasing Social Communication of Students With Intellectual Disability in Rural College Classrooms

IF 0.9 Q3 EDUCATION, SPECIAL
Karen H. Douglas, Whitney A. Idol, Yun-Ching Chung
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引用次数: 0

Abstract

As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We conclude the article by discussing key findings, limitations, future research directions, and implications for practice.
加强农村高校智障学生课堂的社会交往
随着越来越多的智障学生进入学院和大学接受高等教育,这些学生有了新的社交机会(例如,在校园环境中与同龄人和教师交谈,加入感兴趣的组织,参加校园活动)。对于一些智力残疾的人来说,将社交技能推广到新的环境和教室里与不熟悉的人在一起可能是一项挑战。本研究采用多基线设计对学生和同伴进行单案例研究,以评估同伴训练对农村大学课堂学生社会交往的影响。具体来说,我们收集了使用部分间隔录音的学生在对话中进行三次或更多回合的数据,发起或回应他们的同伴,讨论学术或社会话题(沟通功能)。在与同龄人进行了短暂的训练后,所有学生都增加了三次或更多回合的间隔百分比,大多数学生的回答都集中在学术内容上。最后,我们讨论了本文的主要发现、局限性、未来的研究方向以及对实践的启示。
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来源期刊
Rural Special Education Quarterly
Rural Special Education Quarterly EDUCATION, SPECIAL-
CiteScore
3.00
自引率
6.70%
发文量
16
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