Article
Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities
American Journal on Intellectual and Developmental Disabilities
(2018)
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.
Disciplines
Publication Date
March, 2018
DOI
https://doi.org/10.1352/1944-7558-123.2.119
Citation Information
Heartley Huber, Erik W. Carter, Sarah E. Lopano and Kristen C. Stankiewicz. "Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities" American Journal on Intellectual and Developmental Disabilities Vol. 123 Iss. 2 (2018) p. 119 - 139 Available at: http://works.bepress.com/heartley-huber/4/