Peer Support Arrangements to Promote Positive Postschool Outcomes

Abstract

The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes to help students with ASD achieve transition-related goals. This article presents research-based strategies as well as evidence from peer support arrangements program implemented at a rural high school.

A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities

“…Within the 66 included studies, 3,224 peers met the inclusion criteria. This reflects a conservative estimate as four studies did not report the specific number of participating peers (i.e., Koegel et al, 2013; Leigers et al, 2017; Scheef et al, 2018; Schlieder, 2013). Most peers were female (50.6%) and 56.9% were White, non-Hispanic.…”

“…All peers in Schaefer et al (2018) rated that they “very much” enjoyed helping students. Finally, one peer in Scheef et al (2018) said “I am the one who gets to come alongside students and teach them to be high-schoolers. And there is little in my mind more rewarding than that” (p. 221).…”

Peer mentoring support for students with autism in school settings: a concept analysis

“…Peer support arrangements are useful in supporting those practices that lead to positive post-school outcomes for students with disabilities. Such as inclusion in general education, self-advocacy/self-determination, social skills, self-care/independent living skills, student support, community experiences and paid employment/work experience (Scheef et al, 2018). Peer support arrangements are an avenue for enhancing social participation, while academic engagement either increased or was maintained (Carter et al, 2016).…”

Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support

“…Fading paraeducator support by increasing peer support can help students with disabilities achieve positive postschool outcomes providing increased opportunities in general education and increasing levels of student support (Mazzotti et al, 2021; Scheef et al, 2019). Regardless of the chosen independence-focused strategy, it is important to have a plan for eventual reducing and fading of paraeducator support.…”