Efficacy of peer Support arrangements to increase peer interaction and AAC use

Elizabeth E. Biggs, Erik W. Carter, Jenny Gustafson

Research output: Contribution to journalArticle


Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multipleprobe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms. Participants were four middle school students with CCN who had an intellectual disability and used an iPad with Proloquo2Go as augmentative and alternative communication (AAC). Educational teams comprised of a special educator, general educator, paraprofessional, and speech-language pathologist participated in collaborative planning for the intervention. For all four students, the intervention substantially increased communication to and from their peers. AAC use increased for one student. We offer implications for research and practice on supporting social interaction in general education settings.

Original languageEnglish (US)
Pages (from-to)25-48
Number of pages24
JournalAmerican journal on intellectual and developmental disabilities
Issue number1
StatePublished - Jan 2017


  • Augmentative and alternative communication (AAC)
  • Collaborative planning
  • Inclusive education
  • Intellectual disability
  • Peer interaction

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Clinical Neurology
  • Psychiatry and Mental health

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