{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/105877"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/105877","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Interactions in public spaces during community-based instruction","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Hopkins, Shari L."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Dymond, Stacy K","Meadan-Kaplansky, Hedda","Bresler, Liora","Biggs, Elizabeth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-11-26T20:58:32Z","date_published":"2019-11-26T20:58:32Z","updated_at":"2026-07-22T22:24:45Z","subjects":["severe disabilities","community-based instruction","interactions","inclusion"],"languages":["en"],"rights":["Copyright 2019 Shari Hopkins"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/105877","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dymond, Stacy K","Meadan-Kaplansky, Hedda","Bresler, Liora","Biggs, Elizabeth"]},{"key":"dc:creator","label":"Author","values":["Hopkins, Shari L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-11-26T20:58:32Z","2021-11-27T10:15:37Z","2019-06-26","2019-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["severe disabilities","community-based instruction","interactions","inclusion"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Shari Hopkins"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/105877"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2021-08-01","The student, Shari Hopkins, accepted the attached license on 2019-06-25 at 14:57.","The student, Shari Hopkins, submitted this Dissertation for approval on 2019-06-25 at 15:02.","This Dissertation was approved for publication on 2019-06-26 at 14:35.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14080 on 2019-11-26 at 14:00:26","Made available in DSpace on 2019-11-26T20:58:32Z (GMT). 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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. 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