Initiative Description: The purpose of this study was to evaluate the effects of a simple peer support intervention. Once target students were identified, teachers were asked to nominate 3 typical students as possible peer supporters. Students were considered eligible if the teacher believed they did not need reminders to stay on task, and their learning or work completion would not be adversely affected by participating in the intervention. The first peer from each class to return with the permission form signed by parents to allow participation was trained as a peer supporter. All sessions were conducted in the students’ general education classrooms during the academic periods their teachers had identified as having the highest levels of off-task behaviors. The peer support program was effective in reducing the off-task behaviors of the students with Autism Spectrum Diagnoses.

Study Results: Reduced off-task behavior.

Reference: Mccurdy, E. E., & Cole, C. L. (2013). Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings. Journal of Autism and Developmental Disorders,44(4), 883-893. doi:10.1007/s10803-013-1941-5

Level of Evidence: Good