Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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TABLE 1<br />
Demographic Informati<strong>on</strong>, Students with Autism<br />
Student Grade<br />
Age<br />
Diagnosed I.Q. Score/Test<br />
nicknames, gender, race, <str<strong>on</strong>g>and</str<strong>on</strong>g> any identified<br />
disability. Each class was given a letter code<br />
(A-I), <str<strong>on</strong>g>and</str<strong>on</strong>g> each student with<str<strong>on</strong>g>in</str<strong>on</strong>g> each classroom<br />
was given a corresp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g number code (example:<br />
A1, A2, <str<strong>on</strong>g>and</str<strong>on</strong>g> so <strong>on</strong>). Photocopied worksheets<br />
were used to collect data for social preference/social<br />
impact <str<strong>on</strong>g>and</str<strong>on</strong>g> social network<br />
affiliati<strong>on</strong>. Worksheets used for social preference<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> impact c<strong>on</strong>sisted of six questi<strong>on</strong>s<br />
about whom the students would most <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
least like to eat lunch, <str<strong>on</strong>g>in</str<strong>on</strong>g>vite to a birthday<br />
party, <str<strong>on</strong>g>and</str<strong>on</strong>g> work <strong>on</strong> a class project. Students<br />
were given “shields” (blue pocket folders) to<br />
use to c<strong>on</strong>ceal their worksheets from others.<br />
The researcher read each questi<strong>on</strong> to the students;<br />
students with autism were provided assistance<br />
to write their answers by the <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />
assistant (if <strong>on</strong>e was assigned to the<br />
student) or by the teacher, if necessary. Because<br />
students were asked to write <str<strong>on</strong>g>in</str<strong>on</strong>g> names of<br />
their classmates <strong>on</strong> the worksheets, a transparency<br />
with the names of each class member was<br />
made available from which students could<br />
copy. This transparency was read aloud before<br />
students were to write anyth<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong> their worksheets.<br />
Every effort was made to secure the<br />
identity of those whom each student listed <strong>on</strong><br />
their worksheet, <str<strong>on</strong>g>in</str<strong>on</strong>g>clud<str<strong>on</strong>g>in</str<strong>on</strong>g>g ask<str<strong>on</strong>g>in</str<strong>on</strong>g>g the students<br />
to keep their resp<strong>on</strong>ses to themselves even<br />
after the researcher left <str<strong>on</strong>g>and</str<strong>on</strong>g> allow<str<strong>on</strong>g>in</str<strong>on</strong>g>g the students<br />
to ask <strong>on</strong>ly the researcher for help dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
data collecti<strong>on</strong>.<br />
Amount of Time <str<strong>on</strong>g>in</str<strong>on</strong>g> General<br />
<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> Support <str<strong>on</strong>g>in</str<strong>on</strong>g> General <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g><br />
A 4 3,5 95/TONI a<br />
5 hours One-to-<strong>on</strong>e Paraprofessi<strong>on</strong>al<br />
B 2 2 Unable to Test 7 hours One-to-<strong>on</strong>e Paraprofessi<strong>on</strong>al<br />
C 5 4 86/KABC b<br />
7 hours N<strong>on</strong>e<br />
D 5 3 93/KABC 6.5 hours, pull out as needed N<strong>on</strong>e<br />
E 4 2 61/KABC 6 hours Paraprofessi<strong>on</strong>al <str<strong>on</strong>g>in</str<strong>on</strong>g> class as needed<br />
F 4 3 79/KABC 6.5 hours N<strong>on</strong>e<br />
G 3 Unknown Unknown 7 hours, pull out as needed One-to-<strong>on</strong>e Paraprofessi<strong>on</strong>al<br />
H 3 5 79/WISC-III c<br />
7 hours Paraprofessi<strong>on</strong>al <str<strong>on</strong>g>in</str<strong>on</strong>g> class as needed<br />
I 3 4 91/KABC 7 hours Paraprofessi<strong>on</strong>al <str<strong>on</strong>g>in</str<strong>on</strong>g> class as needed<br />
J 5 7 108/KABC 7 hours N<strong>on</strong>e<br />
a TONI, Test of N<strong>on</strong>verbal Intelligence (Brown, Sherbenou, & Johns<strong>on</strong>, 1990).<br />
b KABC, Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983).<br />
c WISC-III, Wechsler Intelligence Scale for Children-III (Wechsler, 1991).<br />
Measures<br />
The peer nom<str<strong>on</strong>g>in</str<strong>on</strong>g>ati<strong>on</strong> procedure described <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
the Behavior Rat<str<strong>on</strong>g>in</str<strong>on</strong>g>g Profile (BRP) (Brown &<br />
Hammill, 1990) was used to determ<str<strong>on</strong>g>in</str<strong>on</strong>g>e social<br />
preference <str<strong>on</strong>g>and</str<strong>on</strong>g> social impact for all students,<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>clud<str<strong>on</strong>g>in</str<strong>on</strong>g>g those with autism. The BRP sociogram<br />
is a rank<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedure <str<strong>on</strong>g>in</str<strong>on</strong>g> which students<br />
nom<str<strong>on</strong>g>in</str<strong>on</strong>g>ate three classmates with whom they<br />
would most like to do someth<str<strong>on</strong>g>in</str<strong>on</strong>g>g, <str<strong>on</strong>g>and</str<strong>on</strong>g> three<br />
classmates with whom they would least like to<br />
do someth<str<strong>on</strong>g>in</str<strong>on</strong>g>g. Although examples of questi<strong>on</strong>s<br />
are given <str<strong>on</strong>g>in</str<strong>on</strong>g> the test manual, the researcher<br />
is encouraged to develop his or her<br />
own questi<strong>on</strong>s relative to the research questi<strong>on</strong><br />
under <str<strong>on</strong>g>in</str<strong>on</strong>g>vestigati<strong>on</strong> (Brown & Hammill).<br />
To determ<str<strong>on</strong>g>in</str<strong>on</strong>g>e social network affiliati<strong>on</strong>, students<br />
were each given a piece of typ<str<strong>on</strong>g>in</str<strong>on</strong>g>g paper<br />
with five circles labeled Groups A through E<br />
<strong>on</strong> it. The researcher asked this questi<strong>on</strong> of all<br />
students: “Are there some kids <str<strong>on</strong>g>in</str<strong>on</strong>g> this room<br />
who hang around together a lot?” The researcher<br />
clarified this questi<strong>on</strong> by ask<str<strong>on</strong>g>in</str<strong>on</strong>g>g: “For<br />
example, are there some students who seem<br />
to always eat together, play together at recess,<br />
or work together when given a choice of work<br />
partners?” Students were told to list as many<br />
groups of students, up to five, as they could<br />
th<str<strong>on</strong>g>in</str<strong>on</strong>g>k of, <str<strong>on</strong>g>and</str<strong>on</strong>g> to list the name of each pers<strong>on</strong><br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> a given group with<str<strong>on</strong>g>in</str<strong>on</strong>g> the provided circles.<br />
Students were asked to assign each pers<strong>on</strong> to<br />
<strong>on</strong>ly <strong>on</strong>e group; if a pers<strong>on</strong> <str<strong>on</strong>g>in</str<strong>on</strong>g> the room<br />
seemed to hang out with more than <strong>on</strong>e<br />
Social Integrati<strong>on</strong> / 17