As more workers with disabilities are competitively employed, there are numerous opportunities to form social relationships with their co-workers. Close social relationships are associated with a number of positive outcomes (e.g., happiness, less stress) and should be actively pursued for those individuals desiring them. In this paper, we describe the types of social interactions displayed in work settings employing workers with and without disabilities. We also discuss some of the social problems experienced by some workers with disabilities. Finally, we describe two general categories of intervention strategies that have been used to impact social relationships: (a) strategies that involve changing the social behaviors of workers with disabilities, and (b) natural support strategies. The results from these strategies are discussed, and future areas of research are described. MRDD Research Reviews 7:128-133, 2001.

In this study, the authors determine the efficacy of videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Data are collected in two elementary schools using the Skill Monitoring Checklist. Participants include pre-service teachers and university supervisors. Using point-by-point agreement scores, interobserver reliability is found to be 86% between on-site supervisors who observed face-to-face and off-site supervisors who observed via videoconferencing. Challenges related to feasibility are identified in the areas of equipment setup, Internet connection, visual field, and sound quality. Findings from this study suggest that videoconferencing is a promising practice for pre-service teacher practicum supervision.

Information sources such as professional training, the media, personal relationships, and one's own experience may impact perceptions about people with psychiatric disabilities (PDs). The purpose of this study was to assess the relationship between information sources and university faculty members' perceptions of working with university students who have PDs. Specific types of personal experience were then analyzed: having a family member, friend, and student with a PD, and having a PD oneself. Faculty who had a friend or a student with a PD had more positive perceptions of university students with PDs than faculty who had neither of these experiences.

The findings of this study suggest that the 2 young children with autism and limited expressive language discriminated among environmental variables (i.e., type of activity and type of breakdown). The participants modified their repair topographies to correspond to changes in the environment. The findings from this study offer ways to enhance assessment and intervention of early communication. Implications for future research and practice are discussed.

The depth and breadth of reported self-disclosure by workers without disabilities (respondents) for three types of coworkers (i.e., work acquaintances, work friends, and social friends) were assessed. Reported self-disclosure of coworkers to supported employees was also compared, and the extent to which self-disclosure by respondents to job coaches correlated with intimacy of relationships between supported employees and respondents was analyzed. Results indicated that depth of self-disclosure can contribute to friendship formation, but coworkers did little self-disclosing to supported employees. Self-disclosure to job coaches did not correlate significantly with the development of relationships between the coworkers and supported employees. There is a need to teach supported employees to self-disclose to their coworkers and to prompt coworkers to talk about themselves in depth.