The academic effects of low achieving or inattentive students providing peer support to students with moderate to severe disabilities in general education classrooms
Date
2000
Authors
Bensted, Elizabeth Amy
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The effects of using inattentive or low-achieving students as peer supports for students with moderate to severe disabilities in general education classrooms were examined in this study. Four inattentive or low-achieving elementary school students were studied as they participated in peer-mediated instruction. Dependent measures included direct observation of academic engagement, homework assignment completion data, and interviews regarding self-esteem. Treatment consisted of serving as a peer support and included training and supervision. Students serving as a peer support assisted students with disabilities by adapting curricula, supervising assignments and facilitating socialization. An ABAB single-case design was used to determine the effects on supporting peers. In addition, follow-up data were gathered for some peers. It was concluded that serving as a peer support person positively affected the academic engagement of inattentive or low-achieving students who were enrolled in inclusive classrooms. Some changes in homework completion behaviour and self-esteem were also noted. The introduced peer support intervention was suggested as an example of an instructional system that could be applied in heterogeneous general education classrooms to improve the participation of some students.