Abstract
Inclusion of students with the most significant cognitive disabilities is a complex topic in special education. This study, conducted in a typical junior high school setting, examined the use of peer tutors to support three students with the most significant cognitive disabilities in a general education teen living classroom. Using a single-subject ABA design, researchers examined if the use of peer tutors would result in increased engagement and participation of students with cognitive disabilities. Researchers measured student engagement as writing, orienting to the instruction, talking to peers about the activity, raising hand to speak, or reading instructional materials. During instruction, target students were prompted through a visual checklist to ask their peer tutors questions or for help when needed. Results showed an increase in engagement during the intervention, which was maintained when peers withdrew prompting. During the maintenance phase, the target students continued to ask peers for assistance and assist each other, thus explaining the maintenance of engagement rather than reversal to baseline levels. This initial study lends support for the use of peer tutors to encourage inclusion of secondary students with the most significant cognitive disabilities.