Abstract
The purpose of this study was to evaluate the use of a structural analysis model as a vehicle for improving social interactions via peer-mediated interventions. Nondisabled peers were employed during structural analysis assessments to examine the predictive utility of this process for peer-mediated social interventions for students with disabilities. Five elementary-age students diagnosed with moderate disabilities served as the participants. Five elementary-age general education students were used as assessment and treatment agents in an effort to determine the viability of nondisabled peers in the assessment process. Assessments and treatment protocols were completed in the special education classroom. Generalization probes were then obtained in the general education classroom. Variables identified during assessment as conducive and not conducive to heightened levels of appropriate behavior and social interactions were combined into preferred and nonpreferred treatments. These treatments were evaluated using an alternating treatments design. Data were obtained using partial interval recording. The results of this study demonstrated that structural analysis can be conducted to include nondisabled students to successfully identify antecedents of appropriate social behavior from which effective peer-mediated social interventions can develop. This study supports previous research findings that peer-mediated strategies can serve as a framework from which to fine-tune social skills interventions through the use of structural analysis for students with moderate disabilities.
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