The Impact of Typical Peers on the Perceived Happiness of Students with Profound Multiple Disabilities

Abstract

This study evaluated the effect of the type of peer group on behaviors associated with the happiness of five students with profound multiple disabilities. An alternating treatments design (ATD) was used to compare students' happiness behaviors (smiles, eyes open) during small group activities conducted with peers with disabilities and typical peers. Teacher behavior, time of day, position of the child, materials, activities, number of peers in each group, and the peers comprising the groups for each condition were controlled. Results indicated higher levels of happiness behaviors with typical peers than with peers with disabilities across all five students. Implications for placement and instruction are discussed.