2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Saturday, December 7 • 9:35am - 10:25am
Interactions in Public Spaces During Community-based Instruction Seating Available

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Limited Capacity seats available

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. While studies have investigated the effectiveness of CBI in acquiring and generalizing community skills, there is no research investigating students' interactions with others during CBI. This exploratory qualitative study was undertaken 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 (e.g., 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 while (a) participating in instructional interactions, (b) getting their needs met, and (c) engaging in social exchanges. Type of activity, previous exposure to setting, and availability of supports served to promote or hinder interactions.

avatar for Shari Hopkins

Shari Hopkins

Assistant Professor, Western Oregon University
avatar for Stacy Dymond

Stacy Dymond

Professor, University of Illinois at Urbana-Champaign
Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →

Saturday December 7, 2019 9:35am - 10:25am MST
Meeting Room: Eagle 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226