Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review
Journal of Special Education
Brock, M. E., & Huber, H. B. (2017).
Journal of Special Education, 51(3), 150-163.
This systematic review investigates the effect of peer support interventions on promoting social interactions for middle and high school students with severe disabilities in both core academic and elective classes.
No funding received
From database inception to September 2016
Multiple-baseline single-case design and group experimental design studies
11
Findings demonstrated the positive impact of peer support interventions on promoting social interactions between students with severe disabilities (e.g. intellectual disability, autism, and/or multiple disorders) and their peers in middle and high school general education classrooms. Mixed results were noted for the impacts of peer support interventions on promoting academic engagement. Limitations to this review include an overall paucity of research, small sample sizes within included studies, and lack of research into generalization of gains. Further research is indicated.
