Implementation and Generalization of Peer Support Arrangements for Students with Severe Disabilities in Inclusive Classrooms

Autor/inn/en	Brock, Matthew E.; Biggs, Elizabeth E.; Carter, Erik W.; Cattey, Gillian N.; Raley, Kevin S.
Titel	Implementation and Generalization of Peer Support Arrangements for Students with Severe Disabilities in Inclusive Classrooms
Quelle	In: Journal of Special Education, 49 (2016) 4, S.221-232 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915594368
Schlagwörter	Middle School Students; Severe Disabilities; Inclusion; Special Education; Paraprofessional School Personnel; Peer Relationship; Intervention; Program Effectiveness; Training; Classroom Observation Techniques; Interrater Reliability; Questionnaires; Social Support Groups; Generalization; Individualized Education Programs + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Severe disability; Schwerbehinderung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Peer-Beziehungen; Ausbildung; Interrater-Reliabilität; Fragebogen; Social support; Soziale Unterstützung; Individualized education program; Individualisierendes Lernen
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01