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Direct linkTravers, Hilary E.; Carter, Erik W. – Focus on Autism and Other Developmental Disabilities, 2022
Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities…
Descriptors: Students with Disabilities, Peer Influence, Intervention, Middle School Students
Biggs, Elizabeth E.; Gilson, Carly B.; Carter, Erik W. – Teacher Education and Special Education, 2019
The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams--a total of 22 teachers and paraprofessionals--to identify…
Descriptors: Special Education Teachers, Paraprofessional School Personnel, Students with Disabilities, Severe Disabilities
Bumble, Jennifer L.; Carter, Erik W.; Bethune, Lauren K.; Day, Tammy; McMillan, Elise D. – Career Development and Transition for Exceptional Individuals, 2019
Amid rapid growth in the higher education movement, access to inclusive higher education for students with intellectual disability (ID) remains limited. This study used "community conversations" to explore how stakeholders in three communities envisioned the inclusion of students with ID on their local college campus and the supports…
Descriptors: Intellectual Disability, Inclusion, Higher Education, Stakeholders
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
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.; Biggs, Elizabeth E.; Carter, Erik W.; Cattey, Gillian N.; Raley, Kevin S. – Journal of Special Education, 2016
Although research suggests peer support arrangements can be an effective practice for improving social outcomes for students with severe disabilities, additional efforts are needed to refine training and implementation approaches to increase the replicability and sustainability of this intervention. We tested a promising teacher-delivered training…
Descriptors: Middle School Students, Severe Disabilities, Inclusion, Special Education
Kucharczyk, Suzanne; Reutebuch, Colleen K.; Carter, Erik W.; Hedges, Susan; El Zein, Farah; Fan, Hannah; Gustafson, Jenny R. – Exceptional Children, 2015
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Student Needs
Kucharczyk, Suzanne; Reutebuch, Colleen K.; Carter, Erik W.; Hedges, Susan; El Zein, Farah; Gustafson, Jenny R. – Grantee Submission, 2015
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Student Needs
Brock, Matthew E.; Carter, Erik W. – Journal of Special Education, 2015
Although paraprofessionals have become an increasingly integral part of special education services, most paraprofessionals lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy of a professional development training package and its individual components to equip 25…
Descriptors: Paraprofessional School Personnel, Professional Development, Special Education, Best Practices
Chung, Yun-Ching; Carter, Erik W. – Research and Practice for Persons with Severe Disabilities, 2013
Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support. We evaluated the efficacy and social validity of an intervention package incorporating paraprofessional facilitation, peer initiation, and increased…
Descriptors: Peer Relationship, Interaction, Mental Retardation, Assistive Technology
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
