The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

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Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions (2005, methodology): “In prior studies, researchers have implemented peer support arrangements comprising either (a) one peer (e.g., Cushing & Kennedy, 1997; Gilberts, Agran, Hughes, & Wehmeyer, 2001; McDonnell et al., 2001; Shukla et al., 1998) or (b) two or more peers (Garrison-Harrell, Kamps, & Kravits, 1997; Hunt, ”
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “Implemented by researchers (Hughes, Copeland, Agran, et al., 2002; Hughes et al., 2004; Loftin et al., 2008; Morrison et al., 2001), by peers (Hughes et al., 1995; Hughes et al., 1996; Hughes et al., 2000), and by researchers and peers (Gilberts et al., 2001).”
Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model (2005, background): “According to Gresham (1997), training in social or communication skills should be taught in informal, naturalistic settings so that acquisition of skills occurs more naturally.”