NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1085528
Record Type: Journal
Publication Date: 2016-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0022-4669
Implementation and Generalization of Peer Support Arrangements for Students with Severe Disabilities in Inclusive Classrooms
Brock, Matthew E.; Biggs, Elizabeth E.; Carter, Erik W.; Cattey, Gillian N.; Raley, Kevin S.
Journal of Special Education, v49 n4 p221-232 Feb 2016
Although research suggests peer support arrangements can be an effective practice for improving social outcomes for students with severe disabilities, additional efforts are needed to refine training and implementation approaches to increase the replicability and sustainability of this intervention. We tested a promising teacher-delivered training model using a multiple-probe-across-participants design. Four paraprofessionals received training to facilitate peer support arrangements for four middle school students with severe disabilities in general education classrooms. Teacher-delivered training enabled paraprofessionals to facilitate peer support arrangements that increased support from peers and interactions for students with disabilities. In addition, three of four students with disabilities demonstrated growth on individualized goals. We discuss implications for research and practice, highlighting approaches for improved implementation of peer support arrangements.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D100010