Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature

By E. Carter, Lynn G. Sisco, Yun-Ching Chung, Tina L. Stanton-Chapman. 2010

127 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/03da92c041b65de876fae472480f43f40b0108d8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. E. Carter
2. Lynn G. Sisco
3. Mary E. Morningstar
4. Yun-Ching Chung
5. J. Kurth
6. Matthew E. Brock

In Cognitive Neuroscience

1. Lynn G. Sisco
2. Yun-Ching Chung
3. Mary E. Morningstar
4. J. Kurth
5. K. Hume
6. E. Carter

In Developmental and Educational Psychology

1. Lynn G. Sisco
2. Yun-Ching Chung
3. J. Kurth
4. Mary E. Morningstar
5. K. Hume
6. E. Carter

Citations in the corpus

• Examining National Trends in Educational Placements for Students With Significant Disabilities (2017, background): “Emergent research suggests that placement does make a difference in the types of curriculum and instruction students with significant disabilities experience, and it has been noted that students are more likely to receive effective instruction relevant to longterm outcomes in general education class”
• Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities (2011, background): “…acceptable to and practical for high school educators and paraprofessionals (Carter & Pesko, 2008; Copeland et al., 2002), there has been limited direct assessment of the social validity of these strategies within the current intervention literature (Carter et al., 2010; Snell et al., 2010).”
• Efficacy of Peer Networks to Increase Social Connections Among High School Students With and Without Autism Spectrum Disorder (2015, background): “Although generalized social outcomes is an often-cited problem in this literature (cf., Carter et al., 2010), we anticipated students would still choose to connect with one another periodically during lunch even when networks did not meet.”
• Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders (2014, background): “Similarly, in their review of interventions aimed at improving peer interaction outcomes, Carter et al. (2010) identified only 9 studies involving at least one student with ASD at the middle school level and only 5 studies at the high school level.”