Social interaction interventions for youth with severe disabilities should emphasize interdependence.

Area of Science:

• Disability Studies
• Social Psychology
• Special Education

Background:

• Current social interaction research for individuals with severe disabilities often emphasizes independence.
• There is a lack of correlation between intellectual/adaptive functioning levels and meaningful social outcomes in this population.
• Skill-acquisition as a sole mechanism for social improvement may be inefficient.

Purpose of the Study:

• To argue for a paradigm shift in social interaction research for severe disabilities.
• To propose interdependence as a more productive focus than independence.
• To explore the implications of emphasizing interdependence on intervention and curriculum.

Main Methods:

• Conceptual analysis and argumentation.
• Review of existing social interaction research paradigms.
• Discussion of theoretical implications for intervention strategies.

Main Results:

• The emphasis on independence may be limiting the effectiveness of social interaction research.
• A focus on interdependence offers a more promising avenue for improving social outcomes.
• Shifting to interdependence necessitates changes in intervention settings, curriculum, and instructional strategies.

Conclusions:

• Interdependence, rather than independence, should be the central focus of social interaction research for individuals with severe disabilities.
• This shift requires a re-evaluation of intervention approaches, curricular content, and teaching methods.
• Embracing interdependence can lead to more meaningful social outcomes for youth with severe disabilities.