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appropriate answers were provided. The<br />
campers without disabilities were told that<br />
during an activity such as arts <strong>and</strong> crafts, <str<strong>on</strong>g>the</str<strong>on</strong>g>y<br />
would be given a butt<strong>on</strong> illustrating <str<strong>on</strong>g>the</str<strong>on</strong>g> STAR<br />
acr<strong>on</strong>ym, which would be used as a reminder<br />
of how to interact with campers with disabilities.<br />
The campers were partnered with campers<br />
with disabilities <strong>and</strong> asked to be a “STAR.”<br />
After showing <str<strong>on</strong>g>the</str<strong>on</strong>g> campers <str<strong>on</strong>g>the</str<strong>on</strong>g> butt<strong>on</strong> during<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> acr<strong>on</strong>ym was explained.<br />
The explanati<strong>on</strong> included examples as well as<br />
opportunities for <str<strong>on</strong>g>the</str<strong>on</strong>g> campers to participate<br />
in role playing <str<strong>on</strong>g>the</str<strong>on</strong>g> four behaviors of “STAR.”<br />
The scenarios, which were used in <str<strong>on</strong>g>the</str<strong>on</strong>g> role<br />
play, were chosen based partly <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> disabilities<br />
of <str<strong>on</strong>g>the</str<strong>on</strong>g>ir assigned campers. After <str<strong>on</strong>g>the</str<strong>on</strong>g> STAR<br />
interventi<strong>on</strong> was completed, <str<strong>on</strong>g>the</str<strong>on</strong>g> campers returned<br />
to <str<strong>on</strong>g>the</str<strong>on</strong>g> group. Each day, when <str<strong>on</strong>g>the</str<strong>on</strong>g> targeted<br />
activity occurred (e.g., arts <strong>and</strong> crafts),<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> sec<strong>on</strong>d part of <str<strong>on</strong>g>the</str<strong>on</strong>g> STAR interventi<strong>on</strong> was<br />
implemented. The campers without disabilities<br />
were partnered with <str<strong>on</strong>g>the</str<strong>on</strong>g> assigned campers<br />
with disabilities, given <str<strong>on</strong>g>the</str<strong>on</strong>g> STAR butt<strong>on</strong>, <strong>and</strong><br />
reminded by <strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> researchers to stay,<br />
talk, assist, <strong>and</strong> reward <str<strong>on</strong>g>the</str<strong>on</strong>g> campers with disabilities.<br />
Interobserver reliability. Six observers (all<br />
authors) acted as <str<strong>on</strong>g>the</str<strong>on</strong>g> primary <strong>and</strong> sec<strong>on</strong>dary<br />
data collectors. Prior to <str<strong>on</strong>g>the</str<strong>on</strong>g> implementati<strong>on</strong><br />
of <str<strong>on</strong>g>the</str<strong>on</strong>g> study, all observers became familiar<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g> definiti<strong>on</strong> of <str<strong>on</strong>g>the</str<strong>on</strong>g> dependent variable<br />
<strong>and</strong> what qualified as an interacti<strong>on</strong> between<br />
campers. Data collectors were paired off <strong>and</strong><br />
given a tape recorder with a double jack for<br />
two separate ear ph<strong>on</strong>es. Observers practiced<br />
data collecti<strong>on</strong> <strong>and</strong> calculati<strong>on</strong>s <strong>on</strong> a video of<br />
children interacting until a reliability agreement<br />
of 90% or above was reached. A point by<br />
point formula was used to calculate reliability:<br />
number of agreements of interacti<strong>on</strong> intervals<br />
divided by <str<strong>on</strong>g>the</str<strong>on</strong>g> number of agreements plus<br />
disagreements of interacti<strong>on</strong> intervals multiplied<br />
by 100. During camp observati<strong>on</strong>s, two<br />
observers entered <str<strong>on</strong>g>the</str<strong>on</strong>g> room with <str<strong>on</strong>g>the</str<strong>on</strong>g> tape recorder<br />
<strong>and</strong> double jack earph<strong>on</strong>es, sat as far<br />
away as possible from <strong>on</strong>e ano<str<strong>on</strong>g>the</str<strong>on</strong>g>r <strong>and</strong> listened<br />
for <str<strong>on</strong>g>the</str<strong>on</strong>g> observe, record, or stop prompts<br />
with separate headsets.<br />
Procedural reliability. Procedural reliability<br />
was calculated for two different aspects of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
study: (a) during all training sessi<strong>on</strong>s in which<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> campers without disabilities were taught<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> STAR interventi<strong>on</strong> <strong>and</strong> (b) before daily<br />
observati<strong>on</strong> sessi<strong>on</strong>s when a reminder of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
STAR procedures was given al<strong>on</strong>g with <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
STAR butt<strong>on</strong>. Procedural reliability was observed<br />
<strong>and</strong> recorded by <strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> authors. A<br />
checklist of steps that was to be followed for<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> STAR interventi<strong>on</strong> was used to insure all<br />
training steps were completed. During procedural<br />
reliability, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher observed <strong>and</strong><br />
recorded <str<strong>on</strong>g>the</str<strong>on</strong>g> number of steps completed correctly.<br />
To calculate reliability, <str<strong>on</strong>g>the</str<strong>on</strong>g> following<br />
formula was used: number of steps completed<br />
divided by total number of steps multiplied by<br />
100.<br />
Results<br />
Results of <str<strong>on</strong>g>the</str<strong>on</strong>g> STAR interventi<strong>on</strong> program <strong>on</strong><br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> percentage of interacti<strong>on</strong>s between campers<br />
with <strong>and</strong> without disabilities in Camp Sessi<strong>on</strong><br />
1 are presented in Figure 1. The baseline<br />
c<strong>on</strong>diti<strong>on</strong> for Camper 1-A c<strong>on</strong>sisted of three<br />
observati<strong>on</strong> periods with no interacti<strong>on</strong>s occurring<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g> camper with a disability. The<br />
interventi<strong>on</strong> c<strong>on</strong>diti<strong>on</strong> for Camper 1-A c<strong>on</strong>sisted<br />
of 12 observati<strong>on</strong> periods with an average<br />
of 33.8% interacti<strong>on</strong>s with <str<strong>on</strong>g>the</str<strong>on</strong>g> camper<br />
with a disability, ranging from 5-55%. The<br />
baseline c<strong>on</strong>diti<strong>on</strong> for Camper 1-B c<strong>on</strong>sisted<br />
of four observati<strong>on</strong> periods with an average of<br />
3.8% interacti<strong>on</strong>s with <str<strong>on</strong>g>the</str<strong>on</strong>g> designated camper<br />
with a disability <strong>and</strong> a range of 0-15%. When<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong> c<strong>on</strong>diti<strong>on</strong> was introduced for<br />
Camper 1-B over 12 observati<strong>on</strong> periods, an<br />
average of 20.4% interacti<strong>on</strong>s occurred, ranging<br />
from 0-45%. The baseline c<strong>on</strong>diti<strong>on</strong> for<br />
Camper 1-C c<strong>on</strong>sisted of five observati<strong>on</strong> periods<br />
during which no interacti<strong>on</strong>s occurred<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g> camper with a disability. The interventi<strong>on</strong><br />
c<strong>on</strong>diti<strong>on</strong> for Camper 1-C c<strong>on</strong>sisted of<br />
three observati<strong>on</strong> periods with an average of<br />
35% interacti<strong>on</strong>s with a range of 10-75%.<br />
Results of <str<strong>on</strong>g>the</str<strong>on</strong>g> STAR interventi<strong>on</strong> program<br />
<strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> percentage of interacti<strong>on</strong>s between<br />
campers with <strong>and</strong> without disabilities over<br />
each observati<strong>on</strong> period in Camp Sessi<strong>on</strong> 2<br />
are presented in Figure 2. The baseline c<strong>on</strong>diti<strong>on</strong><br />
for Camper 2-A c<strong>on</strong>sisted of three observati<strong>on</strong><br />
periods with an average of 1.7% interacti<strong>on</strong>s<br />
with <str<strong>on</strong>g>the</str<strong>on</strong>g> camper with a disability,<br />
ranging from 0-5%. When <str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong><br />
c<strong>on</strong>diti<strong>on</strong> for Camper 2-A was in effect for 16<br />
observati<strong>on</strong> periods, <str<strong>on</strong>g>the</str<strong>on</strong>g> average percentage<br />
of interacti<strong>on</strong>s was 31.6% with a range of 10-<br />
STAR Interventi<strong>on</strong> Program / 95