We examined the differences between two groups of general education high school students: those who volunteered to participate in a peer buddy program designed to increase their social interactions with their peers with severe disabilities (n = 30), and those who chose not to volunteer (n = 30). Differences were examined using the Social Distance Questionnaire for Attitudes of High School Students Toward Handicapped Persons. Analyses indicated that, at pre-test, peer buddies reported significantly greater willingness to interact with people with severe disabilities and more previous contact with these individuals than did nonvolunteers. There were no differences between the scores of the groups on knowledge of disability or affect toward persons with disabilities. After one semester of enrollment in the program, social willingness, knowledge, and contact scores of peer buddies increased significantly, whereas the scores of nonvolunteers remained the same as at the pre-test. In addition, students' self-reported previous contact with individuals with disabilities positively correlated with their scores indicating their social willingness to interact with their peers with disabilities. Implications of the study are discussed with respect to benefits of and recommendations for peer interaction programs.

Six students with moderate and severe disabilities were taught generalized purchasing skills through the use of videotape modeling in one, two, or three stores and in vivo instruction within one store. Training was conducted within three orders of treatments: (a) in vivo instruction followed by videotape training, (b) videotape training followed by in vivo instruction, and (c) concurrent videotape and in vivo instruction. Generalization probes were conducted in stores that were the same as those modeled on videotape, untrained stores that were infrequently probed (and never modeled on tape or taught directly), and novel stores that were probed only once after training. Results indicated the production of generalized purchasing skills by the students who received concurrent training and by the students who received sequential training. Videotape and in vivo training in isolation did not lead to generalized shopping skills. The results are discussed in terms of investigating the possible role of verbalization during videotape training on generalized responding and the effects of multiple probe interventions on inadvertent learning of critical skills.

In spite of increased advocacy efforts, demonstrations, and consumer demand for supported education, there is a paucity of empirical research that investigates the predicted outcomes of this model. The rationale for supported education is based largely on increasing social participation, acceptance, and friendships between students with severe disabilities and nondisabled students. This article discusses several issues that underlie the development of measurement systems to evaluate the social effects of supported education. We believe that it is essential to measure the outcomes of supported education (i.e., increased acceptance, social participation, and levels of friendships) as well as the process variables (e.g., specific social interaction skills) that are pivotal in creating the outcomes. An assessment model for outcome and process variables is described. Within this model, social interaction skills, organizational support characteristics, and contextual features are viewed as pivotal events in attaining valued outcomes.

Four high-school age students with autism and severe handicaps were trained to initiate and sustain social interactions with nonhandicapped peers in a commonly shared breakroom at two community job sites. The generalization of social behavior to nontrained coworkers was probed in the same setting during natural breaktimes. A multiple-baseline across subjects design was used to assess the effectiveness of a training package based on concurrent training of chains of responses using systematic prompting and reinforcement of correct behavior. Generalization was promoted using a multiple exemplar strategy. The results showed that all participants acquired a chain of social break behaviors using one peer trainer. Two participants displayed generalization of social responses prior to the acquisition of the complete chain. Two participants required training with multiple peers prior to the occurrence of generalization.