“I Never Truly Thought About Them Having Friends”

2017 ◽  
Vol 36 (2) ◽  
pp. 73-83 ◽  
Author(s):  
Kelly Leigers ◽  
Harold L. Kleinert ◽  
Erik W. Carter
Keyword(s):  
Professional Development ◽  
Peer Support ◽  
Social Participation ◽  
School Community ◽  
Severe Disabilities ◽  
Qualitative Approach ◽  
Peer Networks ◽  
Students With Severe Disabilities ◽  
The Impact

Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed these interventions within their schools, issues emerging during implementation, and the impact of these interventions. We discuss themes surrounding (a) the impact of the context and structure of the school on implementation, (b) participants’ views on professional development related to these interventions, and (c) impact on students, peers, and the broader school community.

Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities

2021 ◽  
pp. 074193252110636
Author(s):  
Kelsey J. Trausch ◽  
Matthew E. Brock ◽  
Eric J. Anderson
Keyword(s):  
Elementary Students ◽  
Secondary Students ◽  
Peer Support ◽  
Peer Interactions ◽  
Multiple Disabilities ◽  
Severe Disabilities ◽  
Functional Relations ◽  
Students With Severe Disabilities ◽  
Student Independence ◽  
The Impact

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relations between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.

Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students With Severe Disabilities

2018 ◽  
Vol 33 (4) ◽  
pp. 259-269 ◽  
Author(s):  
Matthew E. Brock ◽  
Rachel L. Seaman ◽  
Andrea L. Gatsch
Keyword(s):  
Professional Development ◽  
Time Delay ◽  
Video Modeling ◽  
Severe Disabilities ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Student Progress ◽  
Students With Severe Disabilities ◽  
The Impact

Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time delay and the impact of their implementation on student progress toward individualized goals. After receiving professional development, all three teachers implemented constant time delay with fidelity and promoted student progress on individualized goals. Teachers were able to identify and correct some of their own implementation errors by revisiting video models after attempting implementation. Teachers reported positive perceptions of the professional development model. We provide recommendations for how video modeling and brief coaching can be used in tandem to promote effective implementation of evidence-based practices.

Peer Support Interventions in Inclusive Classrooms

2021 ◽  
pp. 137-148
Author(s):  
Erik W. Carter
Keyword(s):  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
The Core ◽  
Students With Severe Disabilities ◽  
Implementation Steps ◽  
Core Features

Supporting students with severe disabilities to access the myriad social and learning opportunities that exist within inclusive classrooms can be a challenge. Peer support arrangements are an evidence-based intervention for increasing social interactions and academic engagement while decreasing heavy reliance on individually assigned paraprofessionals. This chapter addresses the core features of this intervention and its anticipated outcomes. It also includes implementation steps and recommendations for intervention, as well as applications to diverse students and settings.

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

2015 ◽  
Vol 82 (2) ◽  
pp. 209-233 ◽  
Author(s):  
Erik W. Carter ◽  
Jennifer Asmus ◽  
Colleen K. Moss ◽  
Elizabeth E. Biggs ◽  
Dan M. Bolt ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Support ◽  
Severe Disabilities ◽  
School Students ◽  
Randomized Evaluation ◽  
Students With Severe Disabilities

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

2015 ◽  
Vol 49 (4) ◽  
pp. 221-232 ◽  
Author(s):  
Matthew E. Brock ◽  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Gillian N. Cattey ◽  
Kevin S. Raley
Keyword(s):  
Peer Support ◽  
Severe Disabilities ◽  
Inclusive Classrooms ◽  
Students With Severe Disabilities

Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities

2018 ◽  
Vol 123 (2) ◽  
pp. 119-139 ◽  
Author(s):  
Heartley B. Huber ◽  
Erik W. Carter ◽  
Sarah E. Lopano ◽  
Kristen C. Stankiewicz
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Analysis ◽  
General Education ◽  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
School Students ◽  
Social Responses ◽  
Students With Severe Disabilities

Abstract We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

2017 ◽  
Vol 51 (3) ◽  
pp. 150-163 ◽  
Author(s):  
Matthew E. Brock ◽  
Heartley B. Huber
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Peer Support ◽  
Academic Engagement ◽  
Evidence Based Practice ◽  
Severe Disabilities ◽  
Alternate Assessment ◽  
Evidence Based ◽  
Exceptional Children ◽  
Students With Severe Disabilities

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.

Units of Analysis of Social Interaction Outcomes in Supported Education

1989 ◽  
Vol 14 (4) ◽  
pp. 255-262 ◽  
Author(s):  
Thomas G. Haring ◽  
Catherine Breen
Keyword(s):  
Social Interaction ◽  
Social Participation ◽  
Organizational Support ◽  
Severe Disabilities ◽  
Assessment Model ◽  
Process Variables ◽  
Students With Severe Disabilities ◽  
Supported Education ◽  
Social Interaction Skills ◽  
Interaction Skills

In spite of increased advocacy efforts, demonstrations, and consumer demand for supported education, there is a paucity of empirical research that investigates the predicted outcomes of this model. The rationale for supported education is based largely on increasing social participation, acceptance, and friendships between students with severe disabilities and nondisabled students. This article discusses several issues that underlie the development of measurement systems to evaluate the social effects of supported education. We believe that it is essential to measure the outcomes of supported education (i.e., increased acceptance, social participation, and levels of friendships) as well as the process variables (e.g., specific social interaction skills) that are pivotal in creating the outcomes. An assessment model for outcome and process variables is described. Within this model, social interaction skills, organizational support characteristics, and contextual features are viewed as pivotal events in attaining valued outcomes.

Sign in / Sign up

Export Citation Format

Share Document