Cushing, L. S., & Kennedy, C. H. (1997).
Academic effects of providing peer support in general education classrooms on students without disabilities.
Journal of Applied Behavior Analysis,
30, 139-150.
We studied the academic effects on peers without disabilities of
serving as peer supports for students with disabilities in
general education classrooms. Three peers were studied using a
range of indicators, including academic engagement, coursework
performance, and social validity assessments. Peers assisting a
student with disabilities via curricular adaptation, assignment
completion, and social facilitation constituted the
multicomponent independent variable. We used withdrawal or
multiple baseline designs to demonstrate positive benefits for
peers for all measures used. In addition, follow-up data for 2
peers indicated that the positive changes associated with serving
as a peer support were maintained for up to 2 months. Our results
are discussed in relation to the possible academic and social
effects of providing peer supports in general education
classrooms for students with and without disabilities.
DESCRIPTORS: peer supports, peer-mediated instruction, general
education participation, inclusive education, students with
severe disabilities, academic engagement