Abstract
Using an ABAB withdrawal design, we investigated the effects of a simple peerprompting procedure on reducing or eliminating annoying/disruptive sounds made by a boy with developmental disabilities included in a general eighth-grade classroom. The data reveal that peer prompting notably reduced his inappropriate noises. Follow-up data 3 1/2 weeks and 5 weeks later revealed that the improvement persisted. In addition, anecdotal reports from the student's mother and new teacher when he advanced to a high school setting suggested that he responded well to a new peer and had not made any inappropriate/disruptive vocalizations in that second inclusive setting.
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