We studied a strategy for facilitating social interactions in community settings for a transition-age woman with severe disabilities (Juanita). The intervention involved identifying a person without intellectual disabilities who frequented the same setting as Juanita, who was interested in meeting her, and who was willing to schedule mutually preferred activities for them to interact within. Results suggest that this relatively simple social interaction strategy may be one option for improving social integration in community settings for transition-age students.
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