Increasing social engagement in an inclusive environment

Rebecca Hartzell, Carl Liaupsin, Candace Gann, Sarah Clem

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


This study examined the effectiveness, generalization, and maintenance of a multi-element intervention consisting of brief direct instruction social skill lessons, a prompting procedure, and a fading procedure to promote social engagement in an integrated lunchroom and playground setting for three elementary age students with developmental disabilities. Results demonstrate that the level of social engagement improved for all three participants with high levels of generalization and maintenance. Social validity ratings by teachers revealed the social skills intervention was considered appropriate and effective. Implications, limitations, and directions for future research are presented.

Original languageEnglish (US)
Pages (from-to)264-277
Number of pages14
JournalEducation and Training in Autism and Developmental Disabilities
Issue number3
StatePublished - Sep 1 2015

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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