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 the academic engagement of high school students with autism spectrum disorder (ASD). This 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 guidelines in the What Works Clearinghouse Procedures and Standards Handbook (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.
Roberts, G. J., Miz, M., Reutebuch, C. K., Falcomata, T., Capin, P., & Steelman, B. (2019). Effects of a self-management with peer training intervention on academic engagement for high school students with autism spectrum disorder. Journal of Behavioral Education. Advance online publication. doi:10.1007/s10864-018-09317-2