Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

By E. Carter, L. Cushing, N. Clark, C. Kennedy. 2005

208 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/6a03ad13a2603a3a8e1eb8f54528aceed47a5d2a

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. Susan B. Palmer
3. M. Wehmeyer
4. Lynn G. Sisco
5. J. Kurth
6. C. Hughes
7. M. Agran
8. Danielle Pelsue

In Education

1. M. Wehmeyer
2. E. Carter
3. Susan B. Palmer
4. M. Agran
5. Lynn G. Sisco
6. J. Kurth
7. C. Hughes
8. Danielle Pelsue

In Safety Research

1. M. Wehmeyer
2. E. Carter
3. Susan B. Palmer
4. M. Agran
5. Michael Cavin
6. C. Hughes
7. Lynn G. Sisco
8. J. Kurth

Citations in the corpus

• Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions (2005, background): “Without efforts to promote it, limited social interaction among adolescents with intellectual disabilities and their general education peers typically occurs in most secondary school settings (Carter et al., 2005).”
• Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction (2006, background): “In a review of instructional procedures used in general education students, Klingner and Vaughn (1999) indicated that students with disabilities appreciate being actively engaged in learning experiences and being provided opportunities to make choices about educational procedures.”
• Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “Similarly, there remains a dearth of observational studies of students with SCD in inclusive settings (e.g., Carter et al., 2005; Lee, Soukup, Little, & Wehmeyer, 2009; Soukup et al., 2007).”
• Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools (2009, background): “Fortunately, an emerging body of intervention research is demonstrating that paraprofessionals can learn to effectively and appropriately implement strategies that improve student outcomes (e.g., Carter et al., 2005; CaustonTheoharis & Malmgren, 2005; Lane et al., 2007).”