References

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  1. Role: Communication
  2. Example: John's story
  3. Strategy 1: Schedule regular meetings
  4. Strategy 2: Communicating in ways that work for them
  5. Strategy 3: Role modeling how to be a good communicator
  6. Strategy 4: Advocating for the peer
  7. Summary
  8. References ← You are here
  9. Back to Roles and Strategies

Information about this role and strategies came from these research articles:

Bazzano, A. T., Zeldin, A. S., Diab, I. R., Garro, N. M., Allevato, N. A., & Lehrer, D. (2009). The Healthy Lifestyle Change Program: A pilot of a community-based health promotion intervention for adults with developmental disabilities. American Journal of Preventive Medicine, 37(6 Suppl 1), S201-8. https://doi.org/10.1016/j.amepre.2009.08.005

Borisov, C. (2009). The Experience and Perceived Benefits of Students with Intellectual Disabilities Acting as Tutors: An Interpretative Phenomenological Analysis (763631166; Vol. MR66924) [McGill University (Canada)].

Hillier, A., Fish, T., Cloppert, P., & Beversdorf, D. Q. (2007). Outcomes of a Social and Vocational Skills Support Group for Adolescents and Young Adults on the Autism Spectrum. Focus on Autism and Other Developmental Disabilities, 22(2), 107–115.

Kramer, J. M., Ryan, C. T., Moore, R., & Schwartz, A. (2018). Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications. Journal of Applied Research in Intellectual Disabilities : JARID, 31(1), e118–e129. https://doi.org/10.1111/jar.12346

Ryan, C. T., Kramer, J. M., & Cohn, E. S. (2016). Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities. Intellectual and Developmental Disabilities, 54(4), 245–259. https://doi.org/10.1352/1934-9556-54.4.245

Schwartz, A. E., & Kramer, J. M. (2018). “I just had to be flexible and show good patience”: Management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities. Disability and Rehabilitation, 40(20), 2364–2371. https://doi.org/10.1080/09638288.2017.1334835

Strnadová, I., Cumming, T. M., Knox, M., & Parmenter, T. (2014). Building an inclusive research team: The importance of team building and skills training. Journal of Applied Research in Intellectual Disabilities : JARID, 27(1), 13–22. https://doi.org/10.1111/jar.12076

Williams, N. F. (2015). Individuals with intellectual disabilities engaging in peer-to-peer safety & sexuality training: A case study (2015-99210-071; Vol. 76) [ProQuest Information & Learning].

Williams, V., & Porter, S. (2017). The Meaning of “choice and control” for People with Intellectual Disabilities who are Planning their Social Care and Support. Journal of Applied Research in Intellectual Disabilities : JARID, 30(1), 97–108. https://doi.org/10.1111/jar.12222

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