Promoting Access to the General Curriculum Using Peer Support Strategies

By E. Carter, C. Kennedy. 2006

143 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e0712a9bb0664a62965e06cb5b65f16b8bc9975a

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In Clinical Psychology

In Education

In Safety Research

Citations in the corpus

Beyond Access: Ensuring Progress in the General Education Curriculum for Students with Severe Disabilities (2006, background): “Carter and Kennedy (2006) overview the evidence that students with severe disabilities can benefit from peer-mediated learning strategies, and we need to utilize such peer-supports.”
Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities (2011, background): “…continuous adult proximity, providing initial information and guidance, encouraging paraprofessionals to use social facilitation strategies, and establishing teacher-sanctioned interaction opportunities (Carter & Kennedy, 2006; Causton-Theoharis & Malmgren, 2005; Johnson & Johnson, 2009).”
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “Carter and Kennedy (2006) outlined four core components of peer support interventions: (a) selecting students, (b) training peers, (c) peer-delivered support, and (d) adult monitoring.”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “…individual intervention approaches (e.g., augmentative and alternative communication [AAC] use, Hart & Banda, 2010; peer support arrangements, Carter & Kennedy, 2006), a broader and more comprehensive examination of the entire intervention literature would provide information about the full…”
Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012, background): “Carter and Kennedy (2006) recommend: (a) adapting class activities to facilitate their participation; (b) contributing to the attainment of IEP goals; (c) supporting behavior intervention plans, when appropriate; (d) providing frequent, positive feedback; (e) modeling age-appropriate and…”
Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools (2009, background): “At the same time, careful consideration should be given to the tasks assigned to paraprofessionals, and schools should explore alternative approaches for utilizing paraprofessionals more effectively (Carter & Kennedy, 2006; Giangreco & Broer, 2005; Giangreco, Halvorsen, Doyle, & Broer, 2004).”
Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities (2016, background): “…corrective feedback, and response opportunities students with severe disabilities receive as they learn course content, as well as the extent to which the materials and instruction they receive aligns with what general educators provide to all students in the class (Carter & Kennedy, 2006).”
Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers (2011, background): “…the prevailing practice for supporting students with intellectual disabilities and autism in general education classrooms is via assistance of an adult paraprofessional, which has been shown to further socially isolate these students, particularly at the high school level (Carter & Kennedy, 2006).”
The Perspectives of Students With and Without Disabilities on Inclusive Schools (2015, background): “…benefit academically and socially from effective inclusive practices (Ryndak, Jackson, & White, 2013), including the use of peer support strategies (Carter & Kennedy, 2006); however, much of this literature is based on analysis of formal and informal measures of outcomes, and does not directly…”
A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study (2020, background): “Simultaneous consideration of natural peer supports in transition, supported by empirical evidence (Carter & Kennedy, 2006), could be expanded.”
Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders (2014, background): “Although numerous variations on these interventions exist, peer-mediated strategies typically involve equipping and supporting peers to provide ongoing social and/or academic support to students with ASD in inclusive school or community settings (Carter & Kennedy, 2006).”
Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders (2010, background): “PMII for older students involves modeling contextually relevant communication skills, provide positive feedback, and facilitate interactions with other peers (Carter & Kennedy, 2006).”
Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability (2012, methodology): “Using guidelines from Carter and Kennedy (2006), this study included four core components of peer support interventions: (a) select students, (b) train peers, (c) implement peer-delivered support, and (d) provide adult monitoring.”
The Effects of Peer Tutoring on Academic Performance of Students With Disabilities in Grades 6 Through 12: A Synthesis of the Literature (2010, background): “In addition, studies that were descriptive in nature (i.e., not peer tutoring original studies) were excluded (e.g., Carter & Kennedy, 2006; DuPaul & Eckert, 1998; DuPaul & Weyandt, 2006; Harper & Maheady, 2007; Heron, Villareal, Yao, Christianson, & Heron, 2006; Maheady et al., 2001; Utley &…”