Outcomes for Peer LINKS: Part I
Benefits for Students with ASD
• Access to general education curriculum• Learn from peers• Natural contexts to learn and practice skills
Benefits for Average and High-Achieving Peer Supports
• Learn skills by teaching them to others• Gain skills in organization, responsibility,
problem-solving, decision-making and accountability (Carter, Cushing & Kennedy, 2009)
Benefits for At-Risk LINK Students who are Peer Supports
“For low-achieving students in particular…the opportunity to practice [academic strategies] through teaching them to others, may also
promote increased engagement and learning. Students more readily acquire academic
content when they must explain it to others and are responsible for ensuring another’s learning”
(Carter & Kennedy, 2006, p. 287).
Data from 4 High Schools in Michigan2012-2013 School-Year
Thank you to:
Grand Haven High School
Haslett High School
Hemlock High School
Lapeer West High School
Information Provided by School Staff:
• School Absences• Semester GPA• Behavior Referrals
Data for ALL Link Students
122 LINK Students
All LINK Students: Absences
Semester0
1
2
3
4
5
6
7
5.39
4.11Before LINK Partic-ipationFirst Semester as a LINK
# of DaysAbsent
All LINK Stu-dents
All LINK Students: GPA
Average GPA for all LINK Students(80 Students)
Semester0
1
2
3
4
2.993.17
Before LINK participation
First Semester as a LINK
GPA
All LINKStudents
High GPA Students:Changes in GPA
Semester0
1
2
3
4
3.41 3.44
Before Becoming a LINK
First Semester as a LINK
GPA
High GPAStudents
29 LINK Students with Low GPAs
GPA less than 2.5 before participating as a LINK
Low GPA Students: Absences
Average # of School Absences forLINK Students with an Initial GPA of 2.5
or Below(34 Students)
Semester0
1
2
3
4
5
6
7
8
9
8.16
6.810
Before LINK participa-tionFirst Semester as a LINK
# of DaysAbsent
Low GPA Stu-dents
Low GPA Students: GPA Changes
Semester0.0
0.5
1.0
1.5
2.0
2.5
3.0
1.92
2.43
Before LINK participation
First Semester as a LINK
GPA
Low GPA Stu-dents
Data for 12 LINK students with Behavior Challenges
Each of these LINK students had 2 or more behavior referrals in the
semester prior to becoming a LINK
Students with Behavior Challenges:# of Behavioral Referrals
Semester0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5 3.33
2.08Prior to LINK participation
First Semester as a LINK
*Number of Behav-ior
Referrals
* Includes only data for 12 students who had 2 or more behavior refer-
rals at baseline
Students with Behavior Challenges:# of Detentions
Semester0.0
1.0
2.0
3.0
1.83
1.08
Prior to LINK par-ticipationFirst Semester as a LINK
*Number of De-tentions
* Includes only data for 12 students who had 2 or more behavior referrals
at baseline
Conclusions
• Changes in GPA – More significant for students who had lower initial
GPAs– C average to a B- average
• Attendance– Reduced absences
• Behavior Problems– Reduction in behavior referrals – Reduction in detentions
Peer Support Programs Make a Difference
• Benefits are NOT just for students with ASD, but also for peer supports
Final Thoughts
Data, Data, Data
Data Collection
Elementary Data Collection
• Tracked data on absences for 9 students with ASD at Murphy Elementary before and after implementing a Peer Support program
# of Absences
Year before the Peer Support program was implemented
92.5
First year the Peer Support program was implemented
56
Attendance Record for Murphy Target Students
2010-2011 2011-2012Student Absent Tardy Absent Tardy
JH 1 1 2 0AL 8 0 1 0LB 24.5 58 12 4GK 7 1 4.5 0JS 10.5 2 7 0SS 14 7 10 1MG 9 17 4.5 7JQ 14 0 13.5 0SL 4.5 0 1.5 0
Total 92.5 86 56 12
The LINKS program helps to improve attendance!
How can your school collect data on Peer-to-Peer?