CoChat
Sign Up
Cited by 220Behavioral and Psychological StudiesCollaborative Teaching and InclusionInclusion and Disability in Education and Sport

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs

Fisher, Mary, Meyer, Luanna H.·2002·Research and Practice for Persons with Severe Disabilities
DOI 10.2511/rpsd.27.3.165
Open this paper in CoChat — free account

Abstract

Inclusive programs increasingly have become available for students with severe disabilities, enabling them to receive special education services and supports in general education classes alongside their non-disabled peers. Forty students in two groups were assessed across two years of inclusive versus self-contained educational programming, comparing outcomes on measures of child development and social competence with the Scales of Independent Behavior (SIB) and the Assessment of Social Competence (ASC). Participants were assessed on the SIB and ASC, matched into pairs on chronological age and SIB total scores at first testing, and reassessed after two additional years of either inclusive or self-contained schooling. The inclusive student group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the self-contained group at follow-up. Examination of gains on these measures irrespective of group affiliation indicated that participants made small, but significant, gains in two of four skill clusters assessed by the SIB and three of eleven dimensions of the ASC. These results challenge a common assumption that selfcontained settings in comparison to inclusive settings will result in superior gains on students' IEP-related skill domains. They also support previous research showing social competence gains as a function of inclusion. Results are discussed in terms of expected change over time for students wi…

Overview

Integrity signals

Registry

Crossref · 10.2511/rpsd.27.3.165

Cites

24 of 24 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 24 references

Research works printed but not linked: 9

  1. Bruininks R. H., 1985, Development and standardization of the Scales of Independent Behavior
  2. Bruininks R. H., 1984, Scales of Independent Behavior
  3. Fisher D., 2001, The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education (originally published in JASH)
  4. Klingner J. K., 1998, Learning Disabilities Research & Practice, 13, 153
  5. McGregor G., 1998, Inclusive schooling practices: Pedagogical and research foundations: A synthesis of the literature that informs best practice about inclusive schools
  6. Meyer L. H., 1985, Assessment of Social Competence (ASC): A scale of social competence functions (revised)
  7. Sailor W., 1975, The TARC assessment system
  8. Vaughn S., 1996, Learning Disabilities Research & Practice, 11, 96
  9. Waldron N. L., 2000, The Indiana inclusion study, Year 1 final report: The academic progress of students across inclusive and traditional settings

Cited by

Sorted by citations

Items 101–200 of 219

Related

See all

Metadata

Authors
Fisher, M., & Meyer, L. H.
Affiliations
  • Purdue University West Lafayette (US)
  • Massey University (NZ)
Corresponding author
Fisher, Mary
Venue
Research and Practice for Persons with Severe Disabilities
Publisher
SAGE Publications
Published
2002-09
Volume
27
Issue
3
Pages
165-174
ISSN
  • 0147-4375 (ISSN-L)
  • 1540-7969
  • 2169-2408
DOI
10.2511/rpsd.27.3.165
OpenAlex
W2037312054
Cited by
220
References
24
Citations by year
2026: 4 · 2025: 8 · 2024: 9 · 2023: 14 · 2022: 5 · 2021: 17 · 2020: 15 · 2019: 9 · 2018: 9 · 2017: 12 · 2016: 11 · 2015: 10 · 2014: 11 · 2013: 9 · 2012: 12
FWCI
6.60
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Research and Practice for Persons with Severe Disabilities (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Education › Inclusion and Disability in Education and Sport
Keywords
inclusive education, self-contained classrooms, students with severe disabilities, social competence, child development, independent behavior, special education, long-term outcomes, peer interaction, individualized education program

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review