Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities

By E. Carter, Colleen K. Moss, Alicia J. Hoffman, Yun-Ching Chung, Lynn G. Sisco. 2011

120 citations recorded by the source corpus.

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Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders (2014, background): “For example, peer-mediated interventions have been associated with increases in the frequency and quality of peer interactions, enhanced social connections, acquisition of social and communication skills, and the development of new friendships (e.g., Carter et al., 2011; Koegel et al., 2012).”
Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, background): “…one methodologically sound group experimental study with random assignment (Carter et al., 2016) and three methodologically sound single-case design studies (Carter et al., 2011, 2016; Reilly et al., 2014) examining the effects of peer-assisted instruction/supports to teach social interactions.”
Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities (2016, background): “related supports, or other supports (Carter et al., 2011).”
Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements (2016, methodology): “For example, in both previous studies (i.e., Carter et al., 2007, 2011), members of the research team facilitated the arrangement and might have been more experienced and skilled than the paraprofessionals in the present study.”