Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities

2017 ◽  
Vol 122 (2) ◽  
pp. 118-137 ◽  
Author(s):  
Jennifer M. Asmus ◽  
Erik W. Carter ◽  
Colleen K. Moss ◽  
Elizabeth E. Biggs ◽  
Daniel M. Bolt ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Relationships ◽  
Social Validity ◽  
Severe Disabilities ◽  
Control Group ◽  
School Students ◽  
The Social ◽  
Peer Network ◽  
Students With Severe Disabilities

Abstract This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to adolescents in the “business-as-usual” control group (n = 48), students receiving peer networks gained significantly more new social contacts and friendships. Although many peer relationships maintained one and two semesters later, their spill over beyond the school day was limited. Students and staff affirmed the social validity of the interventions. We offer recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

Social Outcomes and Acceptability of Two Peer-Mediated Interventions for High School Students With Severe Disabilities: A Pilot Study

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 195-214 ◽  
Author(s):  
Jennifer M. Asmus ◽  
Erik W. Carter ◽  
Colleen K. Moss ◽  
Tiffany L. Born ◽  
Lori B. Vincent ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Pilot Study ◽  
Peer Support ◽  
Severe Disabilities ◽  
School Students ◽  
Peer Network ◽  
Network Intervention ◽  
Students With Severe Disabilities ◽  
Business As Usual

Abstract Adolescents with severe disabilities often have few opportunities to learn alongside and connect socially with peers without disabilities at their high school. In this pilot study, nine high school students with severe disabilities were randomly assigned to three conditions: peer support arrangements, peer network intervention, or a comparison condition involving “business-as-usual” paraprofessional support. School staff served as intervention facilitators and researchers coached and monitored fidelity. Increased classroom interactions were observed for students in the peer support condition and enhanced social contacts and friendships were found for students in both peer support and peer network conditions. Students, peers, and educators perceived both peer-mediated interventions as highly acceptable and feasible. Drawing upon these exploratory findings, we offer recommendations for research and practice focused on fostering strong social connections within high schools.

The Effects of Social Interaction Training on High School Peer Tutors of Schoolmates with Severe Disabilities

1993 ◽  
Vol 60 (1) ◽  
pp. 41-57 ◽  
Author(s):  
Debbie Staub ◽  
Pam Hunt
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interaction ◽  
Social Interactions ◽  
Severe Disabilities ◽  
Peer Tutors ◽  
School Students ◽  
Peer Tutor ◽  
The Social ◽  
Students With Severe Disabilities

This study evaluated the effects of social interaction training on the social interactions directed by high school students without disabilities toward peers with severe disabilities. Eight high school students who were peer tutors in a classroom for students with severe disabilities were matched in pairs and then randomly assigned to interact with and serve as partners for four classmates with severe disabilities. Only one participant in each peer tutor pair received the social interaction training. A statistical analysis indicated that the training increased the frequency of initiations of interactions directed from the students without disabilities toward their partners with severe disabilities. There was also an increase in the proportion of interactions that were social in nature, with a resulting decrease in the frequency of task-related interactions, as well as a significant increase in targeted social behaviors of the participants with severe disabilities.

Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities

2015 ◽  
Vol 82 (2) ◽  
pp. 209-233 ◽  
Author(s):  
Erik W. Carter ◽  
Jennifer Asmus ◽  
Colleen K. Moss ◽  
Elizabeth E. Biggs ◽  
Dan M. Bolt ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Support ◽  
Severe Disabilities ◽  
School Students ◽  
Randomized Evaluation ◽  
Students With Severe Disabilities

Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities

2018 ◽  
Vol 123 (2) ◽  
pp. 119-139 ◽  
Author(s):  
Heartley B. Huber ◽  
Erik W. Carter ◽  
Sarah E. Lopano ◽  
Kristen C. Stankiewicz
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Analysis ◽  
General Education ◽  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
School Students ◽  
Social Responses ◽  
Students With Severe Disabilities

Abstract 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.

Factors Influencing Teachers' Decisions About Their Use of Community-Based Instruction

2020 ◽  
Vol 58 (5) ◽  
pp. 432-446
Author(s):  
Shari L. Hopkins ◽  
Stacy K. Dymond
Keyword(s):  
High School ◽  
High School Students ◽  
Special Education Teachers ◽  
Comparative Method ◽  
Severe Disabilities ◽  
Individual Student ◽  
School Students ◽  
Community Based ◽  
Based Instruction ◽  
Students With Severe Disabilities

Abstract Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the factors 13 high school special education teachers considered when making decisions about whether to use CBI with 26 students with severe disabilities and the factors they considered when selecting skills to teach these students during CBI. Data were collected using in-depth interviews and analyzed using a constant comparative method. Findings indicate that program organization and individual student needs influenced teachers' decisions to use CBI. When selecting skills to teach during CBI, teachers considered the student's current and future needs, the classroom curriculum, skills needed in the community, and the student's ability to learn.

Promoting Social Connections Across Environments for Students With Severe Disabilities

2017 ◽  
Vol 41 (3) ◽  
pp. 190-195
Author(s):  
John M. Schaefer ◽  
Helen Cannella-Malone ◽  
Matthew E. Brock
Keyword(s):  
High School Students ◽  
Social Relationships ◽  
Social Inclusion ◽  
Severe Disabilities ◽  
Intervention Strategies ◽  
Social Connections ◽  
School Students ◽  
The Social ◽  
Students With Severe Disabilities

Building and maintaining positive social relationships is important to every young adult’s quality of life. However, supporting the social inclusion of middle and high school students with severe disabilities can be extremely challenging. Moreover, promoting social inclusion in one classroom may have little impact on social outcomes in other classrooms, in the hallway, in the lunchroom, or out in the community. This article provides a practical framework for how professionals and peers can partner to support the social inclusion of students with severe disabilities across environments. In addition, easily accessible descriptions of research-based assessment and intervention strategies along with references to other tools and practitioners’ guides are included.

A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 56-61 ◽  
Author(s):  
Jenny R. Root ◽  
Victoria F. Knight ◽  
Pamela J. Mims
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Opportunity ◽  
Severe Disabilities ◽  
School Students ◽  
Core Content ◽  
College And Career ◽  
Moderate To Severe Disabilities ◽  
Living Skills ◽  
Students With Severe Disabilities

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

Peer Interactions and Sociometric Status of High School Students with Moderate or Severe Disabilities in General Education Classrooms

2000 ◽  
Vol 25 (3) ◽  
pp. 142-152 ◽  
Author(s):  
Keli Mu ◽  
Ellin B. Siegel ◽  
Rose M. Allinder
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Social Status ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Peer Acceptance ◽  
Severe Disabilities ◽  
School Students ◽  
The Social

We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an “average” group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as “popular” among their peers, the majority of the participating students with disabilities obtained “average” social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments.

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