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Peer reviewed
Direct linkSchaefer, John M.; Cannella-Malone, Helen; Brock, Matthew E. – Remedial and Special Education, 2018
Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…
Descriptors: Severe Disabilities, Peer Influence, Educational Environment, Intellectual Disability
Wermer, Lauryn; Brock, Matthew E.; Seaman, Rachel L. – Focus on Autism and Other Developmental Disabilities, 2018
Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Problems, Communication Strategies
Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E. – Exceptional Children, 2016
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were…
Descriptors: Severe Disabilities, High School Students, Mainstreaming, Inclusion
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
