The efficacy of a social strategy training model that involves skills training plus peer pairing and classroom involvement on the peer acceptance of a fourth-grade student with learning disabilities is evaluated. Results indicate the student's peer acceptance scores following training were significantly higher than pretraining peer acceptance scores. The model for social strategy training with peer involvement is presented. Discussion focuses on the components of the intervention identified as most effective and on the characteristics of students likely to succeed with this model of social strategy training.
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