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ERIC Number: EJ1158176
Record Type: Journal
Publication Date: 2017-Nov
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-4669
Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review
Brock, Matthew E.; Huber, Heartley B.
Journal of Special Education, v51 n3 p150-163 Nov 2017
Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state's alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising--including increased academic engagement for peers who provide support. We provide recommendations for teachers.
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:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A