期刊
JOURNAL OF SPECIAL EDUCATION
卷 49, 期 4, 页码 221-232出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0022466915594368
关键词
peer support arrangements; severe disabilities; implementation science; paraprofessional training; peer-mediated intervention
资金
- Office of Special Education Programs, U.S. Department of Education [H325D100010]
Although research suggests peer support arrangements can be an effective practice for improving social outcomes for students with severe disabilities, additional efforts are needed to refine training and implementation approaches to increase the replicability and sustainability of this intervention. We tested a promising teacher-delivered training model using a multiple-probe-across-participants design. Four paraprofessionals received training to facilitate peer support arrangements for four middle school students with severe disabilities in general education classrooms. Teacher-delivered training enabled paraprofessionals to facilitate peer support arrangements that increased support from peers and interactions for students with disabilities. In addition, three of four students with disabilities demonstrated growth on individualized goals. We discuss implications for research and practice, highlighting approaches for improved implementation of peer support arrangements.
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