Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities-Reference-Cited by-同舟云学术

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

Published:2017-03-01 Issue:2 Volume:122 Page:118-137
ISSN:1944-7515
Container-title:American Journal on Intellectual and Developmental Disabilities
language:en
Short-container-title:

Author:

Asmus Jennifer M.¹,Carter Erik W.²,Moss Colleen K.³,Biggs Elizabeth E.⁴,Bolt Daniel M.⁵,Born Tiffany L.⁶,Bottema-Beutel Kristen⁷,Brock Matthew E.⁸,Cattey Gillian N.⁹,Cooney Molly¹⁰,Fesperman Ethan S.¹¹,Hochman Julia M.¹²,Huber Heartley B.¹³,Lequia Jenna L.¹⁴,Lyons Gregory L.¹⁵,Vincent Lori B.¹⁶,Weir Katie¹⁷

Affiliation:

1. Jennifer M. Asmus, University of Wisconsin-Madison;

2. Erik W. Carter, Vanderbilt University;

3. Colleen K. Moss, University of Wisconsin-Madison;

4. Elizabeth E. Biggs, Vanderbilt University;

5. Daniel M. Bolt, University of Wisconsin-Madison;

6. Tiffany L. Born, University of Wisconsin-Madison;

7. Kristen Bottema-Beutel, Boston College;

8. Matthew E. Brock, The Ohio State University;

9. Gillian N. Cattey, Vanderbilt University;

10. Molly Cooney, University of Wisconsin-Madison;

11. Ethan S. Fesperman, Vanderbilt University;

12. Julia M. Hochman, Vanderbilt University;

13. Heartley B. Huber, Vanderbilt University;

14. Jenna L. Lequia, University of Wisconsin-Madison;

15. Gregory L. Lyons, University of Wisconsin-Madison;

16. Lori B. Vincent, University of Wisconsin-Madison; and

17. Katie Weir, University of Wisconsin-Madison.

Abstract

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.

Publisher

American Association on Intellectual and Developmental Disabilities (AAIDD)

Subject

Psychiatry and Mental health,Neurology (clinical),Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Neuropsychology and Physiological Psychology,General Medicine,Pediatrics, Perinatology and Child Health

Link

http://meridian.allenpress.com/ajidd/article-pdf/122/2/118/2056507/1944-7558-122_2_118.pdf

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