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

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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.

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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.

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Authors and Affiliations

  1. Department of Teaching and Learning Sciences, Morgridge College of Education, The University of Denver, 1999 E. Evans Ave, Denver, CO, 80210-1700, USA

    Garrett J. Roberts

  2. Department of Counseling, Leadership and Educational Studies, Richard W. Riley College of Education, Winthrop University, 701 Oakland Avenue, Rock Hill, SC, 29733, USA

    Min Mize

  3. The Meadows Center for Preventing Educational Risk, College of Education SZB 228, The University of Texas at Austin, 1912 Speedway D4900, Austin, TX, 78712-1284, USA

    Colleen K. Reutebuch & Philip Capin

  4. Department of Special Education SZB 532E, The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, 1912 Speedway D5300, Austin, TX, 78712, USA

    Terry Falcomata

  5. Center for ASD, 400 Eagle Dr., Crowley, TX, 76036, USA

    Briana L. Steelman

Authors
  1. Garrett J. Roberts
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  2. Min Mize
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  3. Colleen K. Reutebuch
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  4. Terry Falcomata
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Correspondence to Garrett J. Roberts.

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

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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.

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

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Roberts, G.J., Mize, M., Reutebuch, C.K. et al. Effects of a Self-Management with Peer Training Intervention on Academic Engagement for High School Students with Autism Spectrum Disorder. J Behav Educ 28, 456–478 (2019). https://doi.org/10.1007/s10864-018-09317-2

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  • DOI: https://doi.org/10.1007/s10864-018-09317-2

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