Efficacy of teachers training paraprofessionals to implement peer support arrangements

Exceptional Children

Volumn 82, Issue 3, 2016, Pages 354-371

  Brock, Matthew E ^a   Carter, Erik W ^b  

^a OHIO STATE UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84963823815     PISSN: 00144029     EISSN: 21635560     Source Type: Journal    
DOI: 10.1177/0014402915585564     Document Type: Article

References (24)

1. Brock, M. E., & Carter, E. W. (2013a). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education. Advance online publication. doi:10.1177/0022466913501882
2. Brock, M. E., & Carter, E. W. (2013b). A systematic review of paraprofessional-delivered instruction to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons With Severe Disabilities, 38, 211-221. doi:10.1177/154079691303800401
3. Carter, E. W., Bottema-Beutel, K., & Brock, M. E. (2014). Social interactions and friendships. In M. Agran, F. Brown, C. Hughes, C. Quirk, & D. Ryndak (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future (pp. 197-216). Baltimore, MD: Brookes.
4. Carter, E. W., Cushing, L. S., & Kennedy, C. H. (2009). Peer support strategies for improving all students' social lives and learning. Baltimore, MD: Paul H. Brooks.
5. Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y. C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78, 107-125.
6. Carter, E. W., Sisco, L. G., Chung, Y. C., & Stanton-Chapman, T. L. (2010). Peer interactions of students with intellectual disabilities and/or autism: A map of the intervention literature. Research and Practice for Persons with Severe Disabilities, 35, 3-4. doi:10.2511/rpsd.35.3-4.63
7. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32, 213-227. doi:10.2511/rpsd.32.4.213
8. Chung, Y., Carter, E. W., & Sisco, L. G. (2012). Social interaction of students with severe disabilities who use augmentative and alternative communication in inclusive classrooms. American Journal on Intellectual and Developmental Disabilities, 117, 349-367. doi:10.1352/1944-7558-117.5.349
9. Council for Exceptional Children. (2011). Council for Exceptional Children special education professional practice standards. Arlington, VA: Author.
10. Downing, J. E. (2005). Inclusive education for high school students with severe intellectual disabilities: Supporting communication. Augmentative and Alternative Communication, 21, 132-148. doi:10.1080/07434610500103582
11. French, N. K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education, 35, 41-53. doi:10.1177/002246690103500105
12. Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York, NY: Routledge.
13. Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual and Developmental Disabilities, 48, 1-13. doi:10.1352/1934-9556-48.1.1
14. Humphrey, N., & Symes, W. (2011). Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings. Autism, 15, 397-419. doi:10.1177/1362361310387804
15. Individuals With Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2006).
16. Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research issues and applications. Behavior Modification, 22, 221-242. doi:10.1177/01454455980223001
17. Scruggs, T. E., & Mastropieri, M. A. (2013). PND at 25: Past, present, and future trends in summarizing single-subject research. Remedial and Special Education, 34, 9-19. doi:10.1177/0741932512440730
18. Shukla, S., Kennedy, C. H., & Cushing, L. S. (1998). Adult influence on the participation of peers without disabilities in peer support programs. Journal of Behavioral Education, 8, 397-413. doi:10.1023/A:1022801215119
19. Shukla, S., Kennedy, C. H., & Cushing, L. S. (1999). Intermediate school students with severe disabilities: Supporting their social participation in general education classrooms. Journal of Positive Behavior Interventions, 1, 130-140. doi:10.1177/109830079900100301
20. Sutherland, K. S., & Wehby, J. H. (2001). The effect of self-evaluation of teaching behavior in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35, 161-171. doi:10.1177/002246690103500306
21. Wagner, M., Cadwallader, T. W., Garza, N., & Cameto, R. (2004). Social activities of youth with disabilities. NLTS2 Data Brief, 3(1), 1-4.
22. Walton, K. M., & Ingersoll, B. R. (2013). Improving social skills in adolescents and adults with autism and severe to profound intellectual disability: A review of the literature. Journal of Autism and Developmental Disorders, 43, 594-615. doi:10.1007/s10803-012-1601-1
23. Wehby, J. H., Maggin, D. M., Partin, T. C., & Robertson, R. (2012). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the Good Behavior Game. School Mental Health, 4, 22-33. doi:10.1007/s12310-011-9067-4
24. Wolery, M., Busick, M., Reichow, B., & Barton, E. (2010). Comparison of overlap methods for quantitatively synthesizing single-subject data. The Journal of Special Education, 44, 18-28. doi:10.1177/0022466908328009