Peer Support Arrangements to Promote Positive Postschool Outcomes

Autor/inn/en	Scheef, Andrew R.; Hollingshead, Aleksandra; Voss, Cory S.
Titel	Peer Support Arrangements to Promote Positive Postschool Outcomes
Quelle	In: Intervention in School and Clinic, 54 (2019) 4, S.219-224 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scheef, Andrew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451218782430
Schlagwörter	Peer Influence; Peer Relationship; Disabilities; Autism; Pervasive Developmental Disorders; Transitional Programs; Rural Schools; High Schools; High School Students; Inclusion; Self Advocacy; Self Determination; Interpersonal Competence; Self Management; Daily Living Skills; Experiential Learning; Friendship; Social Support Groups; Employment Level + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Handicap; Behinderung; Autismus; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Inklusion; Selbstbehauptung; Selbstbestimmung; Interpersonale Kompetenz; Selbstmanagement; Alltagsfertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Freundschaft; Social support; Soziale Unterstützung; Beschäftigungsgrad
Abstract	The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes to help students with ASD achieve transition-related goals. This article presents research-based strategies as well as evidence from peer support arrangements program implemented at a rural high school. (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