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

Matthew E. Brock, Elizabeth E. Biggs, Erik W. Carter, Gillian N. Cattey, Kevin S. Raley

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)221-232
Number of pages12
JournalJournal of Special Education
Volume49
Issue number4
DOIs
StatePublished - Feb 1 2016

Keywords

  • implementation science
  • paraprofessional training
  • peer support arrangements
  • peer-mediated intervention
  • severe disabilities

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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