Date of Award

Spring 5-16-2014

Document Type

Thesis

Degree Name

Education Specialist (EdS)

Department

Special Education

First Advisor

Ginny Van Rie

Abstract

High school students with intellectual disabilities are often not socially included with their peers (Carter, Hughes, Guth, & Copeland, 2005). In order to address this concern, the researcher investigated the effects of Best Buddies International as an intervention on the frequency and duration of social interactions of high school students with intellectual disabilities and their peers without disabilities as well as the effect on the attitudes and beliefs of members of Best Buddies International without disabilities related to relationships with peers with disabilities. A total of 21 high school students between the ages of 16 and 19 participated, 4 of whom had intellectual disabilities and 17 with typical development. A pre/post AB design was used to evaluate the effect of Best Buddies on social interactions of students with disabilities and their peers without disabilities as well as attitudes and perceptions of students without disabilities related to their peers with disabilities. Results show that Best Buddies International as an intervention increased frequency and duration of the social interaction of students with significant cognitive impairments with their peers without disabilities, but had no impact on attitudes and beliefs of individuals without disabilities related to their peers with disabilities after one semester.

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