The Impact of Academic Peer Support Intervention on the Frequency of Social Interactions between Peers of the Inclusion Classroom

Abstract

The purpose of this study was to determine if second grade students in the inclusion classroom would increase their frequency of social interactions during non-academic times as a result of implementation of an academic based peer support intervention between special education and general education students. This study involved use of a quasi-experimental design to measure the surveys collected pre- and post- intervention as well as comparative data collection of frequency data from week 1 to week 8. Positive results were found for 18 out of 20 survey questions as well as frequency data; however the researcher did not find a difference with significant value. Research in this area should continue to determine best practices for implementing peer support interventions within the inclusion classroom in order to support desired outcomes for increase in social and communication skills within the special education community.