@article{d02c4083e4f64f30a22f00a67978ffcc,
title = "Implementation and Generalization of Peer Support Arrangements for Students With Severe Disabilities in Inclusive Classrooms",
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.",
keywords = "implementation science, paraprofessional training, peer support arrangements, peer-mediated intervention, severe disabilities",
author = "Brock, {Matthew E.} and Biggs, {Elizabeth E.} and Carter, {Erik W.} and Cattey, {Gillian N.} and Raley, {Kevin S.}",
note = "Funding Information: Promising interventions such as peer support arrangements have the potential to improve important outcomes for students with severe disabilities. However, these improved outcomes will only be realized with an improved understanding of implementation that enables practitioners to effectively replicate practices in schools. This study provides some initial insight into effective implementation and highlights several concerns about implementation issues that warrant further research. Identifying, studying, and solving issues of implementation could contribute to developing an improved and more powerful intervention. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Partial support for this research came from the Office of Special Education Programs, U. S. Department of Education, through Grant H325D100010 to Vanderbilt University. Publisher Copyright: {\textcopyright} 2015, {\textcopyright} Hammill Institute on Disabilities 2015.",
year = "2016",
month = feb,
day = "1",
doi = "10.1177/0022466915594368",
language = "English (US)",
volume = "49",
pages = "221--232",
journal = "Journal of Special Education",
issn = "0022-4669",
publisher = "SAGE Publishing",
number = "4",
}