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Journal of Autism and Developmental Disorders

, Volume 44, Issue 4, pp 883–893 | Cite as

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings

  • Erin E. McCurdy
  • Christine L. Cole
Original Paper

Abstract

Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed.

Keywords

Peer support Inclusion Autism spectrum disorder General education 

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.School Psychology ProgramLehigh UniversityBethlehemUSA
  2. 2.BaltimoreUSA

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