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Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder

  • Garrett J. Roberts
  • Min Mize
  • Colleen K. Reutebuch
  • Terry Falcomata
  • Philip Capin
  • Briana L. Steelman
Original Paper

Abstract

Self-management interventions have been shown to improve behavioral, social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to examine the effects of a self-management with peer trainer (SM + PT) intervention on the academic engagement of two high school students with ASD. The peer trainer in this study also had ASD. Additionally, the study examines the extent to which the peer trainer with ASD implemented a peer training session with fidelity and the social validity of the SM + PT intervention. Based on the What Works Clearinghouse Procedures and Standards Handbook guidelines (Institute of Education Sciences 2017), this study found moderate evidence for a causal relationship of the SM + PT intervention and academic engagement for both students. Data suggest that the peer trainer implemented the peer training component with fidelity. Social validity results suggest that the intervention was feasible, acceptable, and effective. Limitations include the presence of naturally occurring variations in the teacher-assigned tasks, school-imposed time constraints, and data outliers in both students’ second baseline phases. Future research is needed to investigate the extent to which SM + PT interventions can be effectively implemented and generalized to more inclusive high school settings.

Keywords

Autism Self-management Classroom interventions High school Engagement 

Notes

Funding

This study was funded by the Institute of Education Sciences, U.S. Department of Education, through Grant R324C120006. The opinions expressed represent those of the authors and do not represent the views of the Institute of Education Sciences or the U.S. Department of Education.

Compliance with Ethical Standards

Conflict of interest

The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Teaching and Learning Sciences, Morgridge College of EducationThe University of DenverDenverUSA
  2. 2.Department of Counseling, Leadership and Educational Studies, Richard W. Riley College of EducationWinthrop UniversityRock HillUSA
  3. 3.The Meadows Center for Preventing Educational Risk, College of Education SZB 228The University of Texas at AustinAustinUSA
  4. 4.Department of Special Education SZB 532E, The Meadows Center for Preventing Educational RiskThe University of Texas at AustinAustinUSA
  5. 5.Center for ASDCrowleyUSA

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