Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms
By E. Carter, Lynn G. Sisco, M. Melekoğlu, Colleen Kurkowski. 2007
92 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/f6e1a4cc03bafd853b2ad98e274cd21bace352ab
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In Clinical Psychology
In Education
In Safety Research
Citations in the corpus
- Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, background): “Implemented by researchers (Garrison-Harrell et al., 1997); by teachers (Sasso et al., 1998; Shukla et al., 1998); by peers without disabilities (Shukla et al., 1999); and by researchers, teachers, and/or others (Carter, Cushing, et al., 2005; Carter et al., 2007).”
- Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities (2016, result): “Prior single-case studies have provided a mixed picture of the academic benefits of these interventions; some students maintained prior levels of academic engagement, while others improved (e.g., Carter et al., 2007; Carter et al., 2011).”
- Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements (2016, methodology): “…for three of the four participants with severe disabilities, these increases were smaller when compared to previous studies that tested the efficacy of peer support arrangements and used similar strategies to measure percentage of intervals with interactions (i.e., Carter et al., 2007, 2011).”