Research has suggested that youth with severe developmental disabilities (with and without ASD) benefit both academically and socially from inclusive school environments. The primary service delivery approach used for supporting the social, academic, and extracurricular experiences of adolescent students with significant developmental disabilities is individually assigned, one-to-one paraprofessionals and special educators. While this approach can serve an important auxiliary role in supporting these students' experiences, there is a stark absence of empirical evidence for this approach. Peer-mediated interventions have emerged as a promising alternative to one-to-one adult-delivered support models for improving academic and social outcomes for students with severe developmental disabilities. Research is needed that explores and describes the occurrences of social communication behaviors (SCB) that adolescents with severe disabilities exhibit and how their outcomes are influenced by peer-mediated interventions. The present study used data from a randomized control trial (RCT) to systematically: (1) explore and identify SCB occurrences among high school students with significant developmental disabilities with and without ASD; (2) explore and identify the SCB occurrences among high school typically developing students; (3) compare and contrast the SCB occurrences of both groups in relation to different student variables; and (4) investigate the quality of social interactions between typically developing high school students and high school students with DD before and after the implementation of peer-mediated interventions. Study data used direct observation event recording software and narrative recording. Results indicated statistical and clinical support for the peer support condition as compared to other treatment conditions in promoting various types of SCB among students with severe developmental disabilities, specifically those with ASD. A student's disability severity was found to modulate the occurrences general initiations exhibited by them. Little change was detected in social interaction quality attributes among disability groups between treatment conditions. Findings have positive implications for increasing SCB among students with DD who present with ASD. Findings have implications for assessing SCB and increasing social interactions and engagement among adolescents with severe developmental disabilities, specifically ASD, in general education settings.

One succinct yet thorough resource for administrators who work with children birth-five with social competence difficulties.

This book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation. The book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains. Building up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks.

"Social impairment and difficulty with social reciprocity--or understanding the back-and-forth nature of social interactions--is one of the defining characteristics of autism spectrum disorders. Peer-mediated interventions can address these concerns by teaching children with autism new social skills and increasing social opportunities within natural environments. Peer-mediated interventions are designed to teach typically developing peers ways of successfully engaging children with autism in positive social interactions. Socially competent peers can model and reinforce appropriate social behavior. The purpose of this literature review was to discover the effects of peer-mediated interventions on the social interaction of children with autism. Several studies have been reviewed which demonstrate that peer-mediated interventions can lead to substantial improvements in the social interactions of children with autism."--leaf 3.

Drawing together contributions from experts at the forefront of research in the field, Supporting Social Inclusion for Students with Autism Spectrum Disorders demonstrates that social inclusion is a defining feature of successful education of students with a spectrum disorder. Divided into three parts, this book begins by proposing a contemporary and operational definition of social inclusion that will help facilitate active engagement by all stakeholders involved in supporting social inclusion within educational settings. The relationship between well-developed social skills and positive social outcomes is also explored, and subsequent chapters explicate and contextualize social inclusion across a range of educational settings. The final chapters present case studies and viewpoints from stakeholders central to the successful social inclusion of students with the disorder. Through discussion of its findings, this book provides the reader with a deep understanding of social inclusion and confirms its importance in facilitating positive educational outcomes for students with Autism Spectrum Disorder. A unique contribution to the field, this book will be of key interest to postgraduates, researchers and academics in the area of inclusive education and Autism Spectrum Disorder. It will also appeal to those who research, study and work in the areas of special and inclusive education, and developmental psychology.

This workbook expands upon the authors? Teaching Children with Autism to Mind-Read: A Practical Guide to present the most effective approaches, strategies, and practical guidelines to help alleviate social and communication problems in individuals with Autism Spectrum Disorders (ASD). Complements the best-selling Teaching Children with Autism to Mind-Read: A Practical Guide for use in practical settings Answers the need for more training of professionals in early interventions for children assessed with ASD called for by the National Plan for Autism Written by a team of experts in the field Covers issues such as how to interpret facial expressions; how to recognize feelings of anger, sadness, fear and happiness; how to perceive how feelings are affected by what happens and what is expected to happen; how to see things from another person?s perspective; and how to understand another person?s knowledge and beliefs

"Peer supports really work: They help all students learn, make the most of teacher and paraprofessional time, and foster important social connections among students. This is the concise, practical guide every middle and high school needs to implement peer support strategies - including cooperative learning and peer tutoring - to benefit students with moderate to severe disabilities and their peers." "Filled with photocopiable planning, implementation, and evaluation tools, this must-have guide will help educators and paraprofessionals create schools where all students - with and without disabilities - achieve academic and social success."--BOOK JACKET.