RESUMEN
We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.
Asunto(s)
Conducta del Adolescente , Trastorno del Espectro Autista/rehabilitación , Personas con Discapacidad/rehabilitación , Discapacidad Intelectual/rehabilitación , Relaciones Interpersonales , Grupo Paritario , Instituciones Académicas , Conducta Social , Apoyo Social , Estudiantes , Adolescente , Femenino , Humanos , Masculino , Evaluación de Procesos y Resultados en Atención de SaludRESUMEN
Latency-based functional analysis (FA) may be appropriate when stakeholders are concerned with safety or feasibility. We trained a first-year special education teacher to collect data while she implemented a latency-based FA and validated a function-based intervention. Treatment effects were generalized across paraeducators and were maintained during a 1-month follow-up.