Efficacy of Peer Support Interventions in General Education Classrooms for High School Students with Autism Spectrum Disorder

Autor/inn/en	Carter, Erik W.; Gustafson, Jenny R.; Sreckovic, Melissa A.; Dykstra Steinbrenner, Jessica R.; Pierce, Nigel P.; Bord, Aimee; Stabel, Aaron; Rogers, Sally; Czerw, Alicia; Mullins, Teagan
Titel	Efficacy of Peer Support Interventions in General Education Classrooms for High School Students with Autism Spectrum Disorder
Quelle	In: Remedial and Special Education, 38 (2017) 4, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932516672067
Schlagwörter	Intervention; High School Students; Autism; Pervasive Developmental Disorders; Adolescents; Pilot Projects; Inclusion; Special Education; Peer Relationship; Validity; Learner Engagement + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pilot project; Modellversuch; Pilotprojekt; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Peer-Beziehungen; Gültigkeit
Abstract	Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have focused narrowly on adolescents with severe intellectual disability. In this pilot study, we examined the impact and social validity of peer support arrangements for four high school students with ASD. All four students increased their social interactions with peers, while academic engagement either increased or maintained for three students. Social validity data from peer partners and students indicated they considered the intervention acceptable. We discuss limitations and offer recommendations for future research and practice aimed at enhancing social connections within inclusive classrooms. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01