Heartley B. Huber, College of William & Mary; and.
Erik W. Carter, Sarah E. Lopano, and Kristen C. Stankiewicz, Vanderbilt University.
Am J Intellect Dev Disabil. 2018 Mar;123(2):119-139. doi: 10.1352/1944-7558-123.2.119.
We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.
我们研究了同伴支持安排作为替代专业人员为三名在普通教育教室里有严重残疾的高中生提供的独家直接支持的效果。我们还探讨了使用结构分析作为一种基于数据的方法，进一步完善干预措施，以增强其在特定教室中的影响。同伴支持安排与社会成果的大幅增加有关；所有参与者的学术参与度都保持或略有提高。此外，结构分析产生了用于调整同伴支持安排以满足学生个别需求的结果。虽然基于结构分析的调整的效果仅导致一名参与者的社交反应增加，但社交互动的水平保持不变，并且两名参与者的学术参与度有所提高。
