Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities
| Autor: | Kristen C. Stankiewicz, Erik W. Carter, Sarah E. Lopano, Heartley B. Huber |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Male
050103 clinical psychology Adolescent Autism Spectrum Disorder Psychological intervention Student engagement Peer relationships Peer support Peer Group Developmental psychology Interpersonal relationship Arts and Humanities (miscellaneous) Intellectual Disability Intervention (counseling) Developmental and Educational Psychology Humans Disabled Persons Interpersonal Relations 0501 psychology and cognitive sciences Social Behavior Students Schools 05 social sciences Social Support 050301 education General education General Medicine Psychiatry and Mental health Outcome and Process Assessment Health Care Neuropsychology and Physiological Psychology Adolescent Behavior Pediatrics Perinatology and Child Health Female Neurology (clinical) Psychology 0503 education Inclusion (education) |
| Zdroj: | American Journal on Intellectual and Developmental Disabilities. 123:119-139 |
| ISSN: | 1944-7558 1944-7515 |
| DOI: | 10.1352/1944-7558-123.2.119 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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