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?