Peer support arrangements are designed to promote meaningful inclusion for students with extensive support needs. In this systematic review, we identified 13 single-case design studies and two randomized controlled trials that confirm the previous conclusion that peer support arrangements are an evidence-based practice for increasing peer interactions, and support a new conclusion that they are an evidence-based practice for increasing academic engagement when baseline-level engagement is relatively low (i.e., <50%). Recent studies demonstrate that peer support arrangements are effective not only for secondary students, but also for elementary and transition-aged students. Some studies also provide insight into adaptations to optimize effectiveness and generalization. Descriptive findings suggest that peers who provide support may also benefit, although further research is needed.
Martin et al. (Mon,) studied this question.