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.

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

Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students With Severe Disabilities: A Pilot Study

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 195-214 ◽  
Author(s):  
Jennifer M. Asmus ◽  
Erik W. Carter ◽  
Colleen K. Moss ◽  
Tiffany L. Born ◽  
Lori B. Vincent ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Pilot Study ◽  
Peer Support ◽  
Severe Disabilities ◽  
School Students ◽  
Peer Network ◽  
Network Intervention ◽  
Students With Severe Disabilities ◽  
Business As Usual

Abstract Adolescents with severe disabilities often have few opportunities to learn alongside and connect socially with peers without disabilities at their high school. In this pilot study, nine high school students with severe disabilities were randomly assigned to three conditions: peer support arrangements, peer network intervention, or a comparison condition involving “business-as-usual” paraprofessional support. School staff served as intervention facilitators and researchers coached and monitored fidelity. Increased classroom interactions were observed for students in the peer support condition and enhanced social contacts and friendships were found for students in both peer support and peer network conditions. Students, peers, and educators perceived both peer-mediated interventions as highly acceptable and feasible. Drawing upon these exploratory findings, we offer recommendations for research and practice focused on fostering strong social connections within high schools.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities

2021 ◽  
pp. 106342662110514
Author(s):  
Sara Estrapala ◽  
Allison Leigh Bruhn ◽  
Ashley Rila
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
General Education ◽  
Academic Engagement ◽  
Single Case ◽  
Self Regulation ◽  
School Students ◽  
Self Monitoring ◽  
Multiple Probe

High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.

Factors Influencing Teachers' Decisions About Their Use of Community-Based Instruction

2020 ◽  
Vol 58 (5) ◽  
pp. 432-446
Author(s):  
Shari L. Hopkins ◽  
Stacy K. Dymond
Keyword(s):  
High School ◽  
High School Students ◽  
Special Education Teachers ◽  
Comparative Method ◽  
Severe Disabilities ◽  
Individual Student ◽  
School Students ◽  
Community Based ◽  
Based Instruction ◽  
Students With Severe Disabilities

Abstract Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the factors 13 high school special education teachers considered when making decisions about whether to use CBI with 26 students with severe disabilities and the factors they considered when selecting skills to teach these students during CBI. Data were collected using in-depth interviews and analyzed using a constant comparative method. Findings indicate that program organization and individual student needs influenced teachers' decisions to use CBI. When selecting skills to teach during CBI, teachers considered the student's current and future needs, the classroom curriculum, skills needed in the community, and the student's ability to learn.

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.

Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms

2008 ◽  
Vol 113 (6) ◽  
pp. 479-494 ◽  
Author(s):  
Erik W. Carter ◽  
Lynn G. Sisco ◽  
Lissa Brown ◽  
Dana Brickham ◽  
Zainab A. Al-Khabbaz
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Small Group ◽  
Academic Engagement ◽  
Special Educators ◽  
Peer Interactions ◽  
Group Instruction ◽  
School Students

Abstract We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities

2017 ◽  
Vol 122 (2) ◽  
pp. 118-137 ◽  
Author(s):  
Jennifer M. Asmus ◽  
Erik W. Carter ◽  
Colleen K. Moss ◽  
Elizabeth E. Biggs ◽  
Daniel M. Bolt ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Relationships ◽  
Social Validity ◽  
Severe Disabilities ◽  
Control Group ◽  
School Students ◽  
The Social ◽  
Peer Network ◽  
Students With Severe Disabilities

Abstract This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to adolescents in the “business-as-usual” control group (n = 48), students receiving peer networks gained significantly more new social contacts and friendships. Although many peer relationships maintained one and two semesters later, their spill over beyond the school day was limited. Students and staff affirmed the social validity of the interventions. We offer recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.

A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 56-61 ◽  
Author(s):  
Jenny R. Root ◽  
Victoria F. Knight ◽  
Pamela J. Mims
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Opportunity ◽  
Severe Disabilities ◽  
School Students ◽  
Core Content ◽  
College And Career ◽  
Moderate To Severe Disabilities ◽  
Living Skills ◽  
Students With Severe Disabilities

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

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