THE EFFECTS OF SOCIAL-INTERACTION TRAINING ON HIGH-SCHOOL PEER TUTORSOF SCHOOLMATES WITH SEVERE DISABILITIES

This study evaluated the effects of social interaction training on the social interactions directed by high school students without disabili ties toward peers with severe disabilities. Eight high school students who were peer tutors in a classroom for students with severe disabili ties were matched in pairs and then randomly assigned to interact with and serve as partners for four classmates with severe disabilities. O nly one participant in each peer tutor pair received the social intera ction training. A statistical analysis indicated that the training inc reased the frequency of initiations of interactions directed from the students without disabilities toward their partners with severe disabi lities. There was also an increase in the proportion of interactions t hat were social in nature, with a resulting decrease in the frequency of task-related interactions, as well as a significant increase in tar geted social behaviors of the participants with severe disabilities.