Year of Publication

2016

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Margaret Bausch

Abstract

Recent Federal education reform and legislation (Individuals with Disabilities Education Act, 1997, 2004; No Child Left Behind Act, 2001) have shifted to emphasize the inclusion of all students in mainstream social and academic settings within the public schools. Despite the shift towards inclusion and the benefits of peer interaction experiences, recent observational studies have revealed that, for students with disabilities, social interactions are often limited. This study evaluated the effect of a collaboratively developed, peer mediated intervention on the social communication of students with complex communication needs in inclusive classroom settings. The study utilized a single-case multiple probe design across participants and the efficacy and social validity of the study were analyzed using visual analysis. The results of the study and a discussion of the implications for future research are presented.

Digital Object Identifier (DOI)

https://doi.org/10.13023/ETD.2016.511

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