Article
Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review
The Journal of Special Education
(2017)
Abstract
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.
Disciplines
Publication Date
May, 2017
DOI
https://doi.org/10.1177%2F0022466917708184
Citation Information
Heartley Huber and Matthew E. Brock. "Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review" The Journal of Special Education Vol. 51 Iss. 3 (2017) p. 150 - 163 Available at: http://works.bepress.com/heartley-huber/5/