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The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers

2016, Doctor of Philosophy, Ohio State University, Educational Studies.
This dissertation explores the theme of comprehensive inclusion support for students with severe disabilities. It consists of a brief introduction, three stand-alone papers, and a research statement. Chapter 1 presents brief background information to introduce the research questions posed in chapters 2 and 3. Chapter 2 provides a systematic review of the literature on peer-mediated interventions for students with intellectual and development disabilities, with a specific focus on dependent measures of peer behavior. Chapter 3 presents a research study that evaluates the impact of context on the interaction behaviors of students with severe disabilities and their peers. Chapter 4 is a practitioner paper that draws on the findings of chapter 2 and chapter 3 to provide recommendations for comprehensive inclusion support across school environments. Finally, Chapter 5 provides a research statement that discusses the place of this dissertation in my work and future directions for my research.
Helen Malone, PhD (Advisor)
Matthew Brock, PhD (Advisor)
Colette Dollarhide, PhD (Committee Member)
Lisa Cushing, PhD (Committee Member)
142 p.

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Schaefer, J. (2016). The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

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Schaefer, John . "The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers." Electronic Thesis or Dissertation. Ohio State University, 2016. OhioLINK Electronic Theses and Dissertations Center. 15 Aug 2018.

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Schaefer, John "The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers." Electronic Thesis or Dissertation. Ohio State University, 2016. https://etd.ohiolink.edu/

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