Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 19 |
| Since 2006 (last 20 years) | 37 |
Descriptor
Source
Author
Publication Type
| Journal Articles | 43 |
| Reports - Research | 30 |
| Reports - Descriptive | 8 |
| Information Analyses | 5 |
| Reports - Evaluative | 5 |
| Tests/Questionnaires | 2 |
Education Level
| High Schools | 23 |
| Secondary Education | 15 |
| Middle Schools | 12 |
| Junior High Schools | 5 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Higher Education | 1 |
| More ▼ | |
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
| Kentucky | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Vineland Adaptive Behavior… | 5 |
| Childhood Autism Rating Scale | 4 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
| Does not meet standards | 1 |
Peer reviewed
Download full text
Direct linkTravers, Hilary E.; Carter, Erik W. – Journal of Visual Impairment & Blindness, 2022
Introduction: This study examined the naturally occurring social interactions of adolescents with visual impairments during lunch. Methods: We observed nine middle and high school students with visual impairments during multiple lunch periods (i.e., 44 total observations). We used interval recording (15 s observe, 15 s record) to collect data on…
Descriptors: Visual Impairments, Middle School Students, High School Students, Interaction
Travers, Hilary E.; Carter, Erik W. – Remedial and Special Education, 2022
Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers…
Descriptors: Students with Disabilities, Special Education, Intellectual Disability, Developmental Disabilities
Huber, Heartley B.; Carter, Erik W.; Lopano, Sarah E.; Stankiewicz, Kristen C. – American Journal on Intellectual and Developmental Disabilities, 2018
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…
Descriptors: High School Students, Severe Disabilities, Peer Relationship, Intervention
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 – Remedial and Special Education, 2017
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…
Descriptors: Intervention, High School Students, Autism, Pervasive Developmental Disorders
Carter, Erik W. – Journal of Emotional and Behavioral Disorders, 2018
For adolescents with severe disabilities, efforts to enhance the social dimensions of schooling are widely advocated, yet rarely implemented. The peer interactions and relationships so critical to school success and individual well-being can be elusive for many students with intellectual disability, autism, and multiple disabilities. This article…
Descriptors: Secondary School Students, Severe Disabilities, Intervention, Adolescents
Schaefer, John M.; Cannella-Malone, Helen I.; Carter, Erik W. – Remedial and Special Education, 2016
Although peer-mediated interventions are an evidence-based approach for improving social and learning outcomes for students with intellectual disability (ID), their impact on participating peers has received limited attention. Knowing whether and how peers are affected could influence the extent to which these interventions are more widely adopted…
Descriptors: Intervention, Intellectual Disability, Peer Influence, Literature Reviews
Schroeder, Elizabeth T.; Carter, Erik W.; Simplican, Stacy Clifford – Journal of Postsecondary Education and Disability, 2021
As increasing numbers of colleges establish inclusive postsecondary education programs, it is important to explore how students with intellectual disability are supported in all aspects of campus life. The present study focused on inclusive first-year orientation programs from the vantage point of 16 student group leaders, faculty group leaders,…
Descriptors: Inclusion, School Orientation, College Freshmen, Students with Disabilities
Ziegler, Maureen; Matthews, Amy; Mayberry, Margie; Owen-DeSchryver, Jamie; Carter, Erik W. – TEACHING Exceptional Children, 2020
Peer relationships are just as important for students with autism, intellectual disability, and other developmental disabilities. Through their interactions with peers across the school day, students develop new skills, encounter new perspectives, access needed supports, find camaraderie, develop social capital, learn prevailing norms, and elevate…
Descriptors: Peer Relationship, Students with Disabilities, Interaction, Friendship
Asmus, Jennifer M.; Carter, Erik W.; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Daniel M.; Born, Tiffany L.; Bottema-Beutel, Kristen; Brock, Matthew E.; Cattey, Gillian N.; Cooney, Molly; Fesperman, Ethan S.; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory L.; Vincent, Lori B.; Weir, Katie – American Journal on Intellectual and Developmental Disabilities, 2017
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…
Descriptors: High School Students, Severe Disabilities, Peer Relationship, Social Networks
Biggs, Elizabeth E.; Carter, Erik W.; Bumble, Jennifer L.; Barnes, Kelli; Mazur, Erica L. – Exceptional Children, 2018
Educators need effective ways to build the communication skills of students learning to use aided augmentative and alternative communication (AAC) and support their interactions with peers. This study used a multiple-probe-across-participants design to evaluate the effectiveness of a paraprofessional-facilitated peer network intervention to (a)…
Descriptors: Peer Relationship, Augmentative and Alternative Communication, Communication Skills, Paraprofessional School Personnel
Brock, Matthew E.; Carter, Erik W. – Exceptional Children, 2016
Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this strategy under typical circumstances without extensive researcher involvement. In this single-case design study, four special education teachers trained and…
Descriptors: Paraprofessional School Personnel, Peer Relationship, Program Implementation, Special Education Teachers
Biggs, Elizabeth E.; Carter, Erik W.; Gustafson, Jenny – American Journal on Intellectual and Developmental Disabilities, 2017
Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms.…
Descriptors: Inclusion, Communication Problems, Peer Relationship, Interpersonal Communication
Hochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R. – Exceptional Children, 2015
Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts. In this study, we examined the effects of a lunchtime peer network intervention…
Descriptors: Peer Relationship, High School Students, Autism, Pervasive Developmental Disorders
Hochman, Julia M.; Carter, Erik W.; Bottema-Beutel, Kristen; Harvey, Michelle N.; Gustafson, Jenny R. – Grantee Submission, 2015
Although peer interaction takes on increased salience during adolescence, such social connections remain elusive for many high school students with autism spectrum disorder (ASD). This social isolation can be particularly prevalent within unstructured school contexts.In this study, we examined the effects of a lunchtime peer network intervention…
Descriptors: Peer Relationship, High School Students, Autism, Pervasive Developmental Disorders
Leigers, Kelly; Kleinert, Harold L.; Carter, Erik W. – Rural Special Education Quarterly, 2017
Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed…
Descriptors: Peer Relationship, Friendship, Social Support Groups, Inclusion
