ACADEMIC EFFECTS OF PROVIDING PEER SUPPORT IN GENERAL-EDUCATION CLASSROOMS ON STUDENTS WITHOUT DISABILITIES

We studied the academic effects on peers without disabilities of servi ng as peer supports for students with disabilities in general educatio n classrooms. Three peers were studied using a range of indicators, in cluding academic engagement, coursework performance, and social validi ty assessments. Peers assisting a student with disabilities via curric ular adaptation, assignment completion, and social facilitation consti tuted the multicomponent independent variable. We used withdrawal or m ultiple baseline designs to demonstrate positive benefits for peers fo r all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support w ere maintained for up to 2 months. Our results are discussed in relati on to the possible academic and social effects of providing peer suppo rts in general education classrooms for students with and without disa bilities.