The Reciprocity of Peer-Mediated Interventions: Examining Outcomes for Peers

Abstract

Peer-mediated interventions are an evidence-based practice for enhancing the social and learning outcomes of students with autism and other developmental disabilities. However, little is known about the peers who participate in these interventions or the ways they are impacted through their involvement. In this pilot study, we examined changes in academic and behavioral outcomes of 204 peers involved in a semester-long peer partners program at eight public high schools. Although the majority of peer partners were female, these volunteers varied widely in their academic and behavioral profiles the semester prior to their involvement in Peer to Peer. Overall, peer partners experienced increases in their overall GPAs (d = 0.34), and daily attendance (d = 0.56) after one semester of involvement. Modest decreases in behavioral referrals and suspensions were evident only among the subset of peer partners who previously had such infractions. After two semesters of involvement, improvements were evident in all four areas for the subset of students for whom these data were available: GPA (d = 0.42), absences (d = 0.26), behavior referrals (d = 0.46) and suspensions (d = 0.37). We discuss the importance of reciprocity within these widely advocated interventions and offer recommendations for research and practice. Impact Statement This study describes the characteristics and reciprocity of outcomes for high school peers who participate as peer partners alongside students with autism or other developmental disabilities. The majority of peer partners in this study experienced positive academic and behavioral outcomes when participating in these programs, with improved GPAs, increased attendance, decreased behavior referrals and decreased suspensions during the semester they provided peer support. This suggests that program coordinators, school psychologists, and other school staff should actively seek to involve diverse peer partners in their programs by including students with academic or behavioral challenges, rather than only high-achieving students. Peer-mediated interventions are not only beneficial for students with disabilities, but involvement can also impact outcomes for at-risk peers.