Interactions in public spaces during community-based instruction

In education, the use of community-based instruction (CBI) is a recommended practice for learning skills that promote the ability of students with severe disabilities to participate more fully in their communities. Although studies have investigated the effectiveness of CBI in acquiring and generalizing community skills, research has yet to investigate interactions during CBI. This exploratory qualitative study incorporated aspects of case-study and ethnographic methodologies to understand how eight high school students with severe disabilities interacted with others (e.g., community members, peers, school staff) during CBI and how contextual factors (i.e., activity, setting, supports) influenced their interactions. Data were collected through observations of students during CBI, and interviews with special education teachers and paraprofessionals who delivered instruction. Findings indicated that students primarily interacted with others by (a) participating in instructional interactions, (b) getting their needs met, and (c) engaging in social exchanges. The most significant contextual factors influencing how students interacted were (a) availability of supports, (b) purpose of activity, and (c) being recognized in the setting. Findings from the study will increase our understanding about the potential opportunities for interactions during CBI and how school staff can support students to interact with others.LimitedAuthor requested closed access (OA after 2yrs) in Vireo ETD syste