The Effects of Social Interaction Training on High School Peer Tutors of Schoolmates with Severe Disabilities

Abstract

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