In:
Rural Special Education Quarterly, SAGE Publications, Vol. 31, No. 2 ( 2012-06), p. 3-11
Abstract:
Teaching staff at a rural middle school, with support from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), implemented a peer-mediated intervention. This program involved 4 learners with ASD and 18 typical peers divided into three groups that met over a semester as typical peers were taught about social skills and specific ways to support their classmates with ASD. While quantitative data were limited, outcomes suggest that Power Pals had a significant impact on school experiences and social interactions for both learners with and without ASD. Implications for future research and implementation in rural settings are discussed.
Type of Medium:
Online Resource
ISSN:
8756-8705
,
2168-8605
DOI:
10.1177/875687051203100202
Language:
English
Publisher:
SAGE Publications
Publication Date:
2012
detail.hit.zdb_id:
2070978-X