Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students with Severe Disabilities

Autor/inn/en	Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie
Titel	Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students with Severe Disabilities
Quelle	In: Exceptional Children, 82 (2016) 2, S.209-233 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915598780
Schlagwörter	High School Students; Severe Disabilities; Randomized Controlled Trials; Peer Relationship; Social Support Groups; Inclusion; Program Effectiveness; Outcomes of Education; Paraprofessional School Personnel; Learner Engagement; Student Participation; Interpersonal Competence; Friendship; Intervention; Planning; Training; Classroom Observation Techniques; Coding; Student Educational Objectives; Surveys; Likert Scales; Hierarchical Linear Modeling; Autism; Pervasive Developmental Disorders; Adjustment (to Environment); Behavior Rating Scales; Childhood Autism Rating Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Severe disability; Schwerbehinderung; Peer-Beziehungen; Social support; Soziale Unterstützung; Inklusion; Lernleistung; Schulerfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonale Kompetenz; Freundschaft; Ablaufplanung; Planungsprozess; Ausbildung; Codierung; Programmierung; Survey; Umfrage; Befragung; Likert-Skala; Autismus
Abstract	Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms. Paraprofessionals or special educators recruited, trained, and supported 106 peers to provide individualized academic and social assistance to students with severe disabilities throughout one semester. Compared to students exclusively receiving adult-delivered support (n = 48), students participating in peer support arrangements experienced increased interactions with peers, increased academic engagement, more progress on individualized social goals, increased social participation, and a greater number of new friendships. Moreover, an appreciable proportion of relationships lasted one and two semesters later after the intervention had concluded. These findings challenge prevailing practices for supporting inclusive education and establish the efficacy and social validity of peer support arrangements as a promising alternative to individually assigned paraprofessional support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01