Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

Abstract

Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.

Teachers’ Beliefs About the Participation of Students With Severe Disabilities in School Clubs

“…One might infer that teachers placed greater emphasis on peer supports because they perceived these supports as being more beneficial than those provided by an adult. There is substantial evidence to document the benefits of peers supports (see Carter, Cushing, Clark, & Kennedy, 2005;Copeland et al, 2004) and the drawbacks of an over-reliance on paraprofessionals (see Broer, Doyle, & Giangreco, 2005;Giangreco, Edelman, Luiselli, & MacFarland, 1997). In this study, however, teachers reported that only one fourth of student club members had participated in some type of peer support training either before or during the participation of a student with SD.…”

Intervenção mediada por pares: Conceito e implicações para a pesquisa e para as práticas pedagógicas de professores de alunos com autismo

“…Nestas pesquisas, os pares típicos receberam treinamento para desenvolver o aumento de verbalizações ede jogo social através da modelagem.No entanto, os resultados positivos foram evidenciadosmais claramente quando foi utilizada atenção social positiva, pelo par típico,como reforço verbal. Poucos registros são encontrados sobre estudos envolvendo este tipo de IMPcom alunos com autismonas décadas de1960 e 1970, ao passo que diversos estudos empregam o reforço verbal como estratégia-por exemplo, elogios e feedback positivo (Carter et al, 2005;Dugam et al, 1995;Kamps et al, 2002;Laushey & Heflin, 2000;Lee, Odom & Loftin, 2007). Em alguns casos, o reforço verbal é associado a reforços primários como, por exemplo, pequenas porções de um lanche favorito.…”

“…Os estudos sobre IMP utilizam diferentes abordagens para ensinar as estratégias a serem desenvolvidas pelas crianças com autismo. Alguns fazem uso de instruções verbais, em que o par indica oralmente à criança-alvo como a atividade/jogo/ação deve ser desenvolvida (Carter, Cushing, Clark & Kennedy, 2005;Goldstein, Kaczmarek, Pennington & Shafer, 1992;Kamps, Barbetta, Leonard & Delquadri,1994;Kamps et al, 2014;Katz & Giralometto, 2013;Laushey & Helfin, 2000). Outros utilizam princípios de modelação,que consiste na observação de como o par típico executa a atividade, para posteriormente o aluno-alvo realizar/imitar sozinho (Kamps et al, 2002;Pierce & Shreibman, 1995), ou ainda técnicas de role-play ou feedback corretivo, para auxiliar no entendimento dos procedimentos (Battaglia & Radley, 2014).…”

A POSITIVE SOCIALIZATION MODEL FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD): COMPREHENSIVE AND INTERDISCIPLINARY APPROACHES. Part 1. Foreign models of teaching social skills to children with ASD

“…В ряде стран практикуется форма обратной инк-люзии, когда нейротипичный ребенок помещается в коррекционную сре-ду образовательной организации, где обучаются дети с РАС, и в рамках занятий с коррекционным педагогом участвует в совместной деятельно-сти группы. PMII могут быть эффективно использованы для решения со-циальных задач развития ребенка с РАС, для улучшения коммуникации, формирования навыков совместной деятельности, игры, обучения [2].…”