The effects of fifth graders' socially directed behavior on motor and social responses of children with severe multiple handicaps

Brady, Michael P.; Martin, Sylvia; Williams, Robert E.; Burta, Michele

doi:10.1016/0891-4222(91)90019-o

Cited by 17 publications

(9 citation statements)

References 17 publications

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“…In the majority of the research on peer interactions in persons with PIMD interactions with typically developing peers were investigated (Brady et al . ; Anderson & Brady ; Kennedy & Haring ; Hunt et al . ).…”

Section: Introductionmentioning

confidence: 99%

Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

Nijs

Penne

Vlaskamp

et al. 2015

Research Intellect Disabil

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Section: Introductionmentioning

confidence: 99%

Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

Nijs

Penne

Vlaskamp

et al. 2015

Research Intellect Disabil

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“…Peer interactions of persons with PIMD are variously described (Nijs & Maes ) as follows: directly observable behaviours (Brady et al . ; Hanline ; Logan et al . ; Nijs et al .…”

Section: Introductionmentioning

confidence: 99%

The nature of peer‐directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker

Nijs

Vlaskamp

Maes

2015

Child

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“…Inclusive childcare settings provide children with disabilities with role models that can foster their learning of adaptive and social skills through imitation (Wolery & Wilbers, 1994). Children with disabilities in inclusive settings show developmental gains, especially in areas of communication, social and motor skills (Brady, Martin, Williams, & Burta, 1991;Burack & Volkmar, 1992;Odom & McEvoy, 1990). The benefits of inclusion are not restricted to children with disabilities but extend to typically developing children as well (Terrell, 2001).…”

Section: Literature Reviewmentioning

confidence: 97%

Elements of Successful Inclusion for School-age Children with Disabilities in Childcare Settings

Jinnah-Ghelani¹,

Stoneman

2009

Child Care in Practice

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When a school-age child with disabilities is accepted into a childcare setting, it is only the first step. The sustenance of the care option depends on whether the setting makes appropriate adaptations to accommodate the child with disability in the setting. Parents face a host of challenges related to adaptations and accommodations. This study focuses on parents' perspectives related to features needed to appropriately accommodate schoolage children with disabilities in childcare and other out-of-school settings. Five focus groups attended by 29 parents and eight telephone interviews were conducted. Data were analysed qualitatively using a grounded theory approach and QSR 6, a non-statistical software package for qualitative data. The adaptations identified by parents included adaptations related to physical space and activities, adaptations focusing on socialisation with peers, supervision by staff, safety of children, parentÁprovider communication, and those focusing on the attitude and skills of childcare providers related to accommodating children with disabilities in childcare settings.

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The effects of fifth graders' socially directed behavior on motor and social responses of children with severe multiple handicaps

Cited by 17 publications

References 17 publications

Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

The nature of peer‐directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker

Elements of Successful Inclusion for School-age Children with Disabilities in Childcare Settings

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