Normal view MARC view ISBD view

Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes

By: Lyons, Gregory L.
Contributor(s): Huber, Heartley B | Carter, Erik W | Chen, Rui | Asmus, Jennifer M.
Series: American Journal on Intellectual and Developmental Disabilities 121 (4) July 2016: 327-345. 2016Subject(s): SEVERE PROFOUND AND MULTIPLE DISABILITIES | ADOLESCENTS | SOCIAL SKILLS | BEHAVIOUR PROBLEMS | UNITED STATES OF AMERICA | ASSESSMENT | INTERVENTIONOnline resources: Click to read article online IHC Library Members Summary: The results of these analyses provide a much-needed addition to the literature relevant to the social skill and behavioral profiles of high school students with severe disabilities who are included in general education courses. Understanding the most critical social needs of this group of students can help guide researchers and educators toward the development of interventions that align with those needs. Such interventions may be particularly important for supporting full participation in inclusive classrooms contexts. Furthermore, the identification of factors that predict ratings of social skills and problem behavior can provide insight into which students may be in most need of intervention and possible factors underlying those needs
Tags from this library: No tags from this library for this title. Log in to add tags.
    average rating: 0.0 (0 votes)
Item type Current location Call number Status Date due Barcode Item holds
Article IHC Library
Available (Article available on request) W009113
Total holds: 0

The results of these analyses provide a much-needed addition to the literature relevant to the social skill and behavioral profiles of high school students with severe disabilities who are included in general education courses. Understanding the most critical social needs of this group of students can help guide researchers and educators toward the development of interventions that align with those needs. Such interventions may be particularly important for supporting full participation in inclusive classrooms contexts. Furthermore, the identification of factors that predict ratings of social skills and problem behavior can provide insight into which students may be in most need of intervention and possible factors underlying those needs

There are no comments for this item.

Log in to your account to post a comment.

Powered by Koha

//