Abstract
The present study assessed the effects of an intervention package designed to (a) increase the quality and quantity of opportunities for students with autism and severe handicaps to exercise control over aspects of instructional interactions and to (b) improve aspects of classroom social climate as represented by teacher-student interactions. Results across two classrooms indicated that the intervention was successful in increasing student opportunities for controlling aspects of student-teacher interaction. Increases in both spontaneous and indirectly prompted social/communicative interactions were observed. Independent rating of videotaped interactions by preservice regular and special educators indicated that substantial improvements in classroom social climate were associated with the intervention package. Results are discussed in terms of implications for the design of therapeutic social environments for children with severe social/communicative handicaps.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of the Association for Persons with Severe Handicaps
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
