Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities

By E. Carter, J. Asmus, Colleen K. Moss, E. E. Biggs, D. Bolt, Tiffany L. Born, Matthew E. Brock, Gillian N. Cattey, Rui-Zhu Chen, Molly Cooney and 10 more. 2016

184 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9f352ec74ef1bf89bf79e45c86901a90551a56cc

How researchers see this paper

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

In Education

1. D. Test
2. Catherine H. Fowler

In Safety Research

1. D. Rowe
2. D. Test
3. V. Mazzotti
4. Catherine H. Fowler
5. K. Shogren

In Sociology and Political Science

1. Catherine H. Fowler
2. D. Test
3. V. Mazzotti

Citations in the corpus

• Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, methodology): “This review identified 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…”