Peer Support Arrangements to Promote Positive Postschool Outcomes

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