As the enrollment of students with autism in general education classrooms increases, the need for effective strategies to improve the quality of inclusive practices remains evident. This study examined peer support arrangements as an alternative to direct adult support for three high school students with autism. In addition, I explored structural analysis as a means of formative assessment to further refine each peer support arrangement to better meet the individual needs of students. Peer support arrangements were associated with increases in social interactions and academic engagement for all participants. In addition, structural analyses implemented in general education classrooms yielded findings used to further refine peer support arrangements. These findings strengthen support for peer support arrangements as a means of improving the inclusive experiences of high school students with autism and highlight the potential of structural analysis as a feasible and effective means of further refining these interventions. Based on these findings, I offer implications for practice and directions for future research.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03282016-141140 |
| Date | 11 April 2016 |
| Creators | Huber, Heartley Brownell |
| Contributors | Dr. Zachary E. Warren, Dr. Erik W. Carter, Dr. Victoria F. Knight, Dr. Blair P. Lloyd |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03282016-141140/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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