Many young people with behavior disorders and/or learning disabilities need assistance in learning work-related tasks but want support that is minimally intrusive and nonstigmatizing. This study demonstrates the effectiveness and acceptability of using peer mentors as natural supports to assist in improving work-related student performance in a cosmetology vocational training setting that serves school and community patrons. Peer mentors used demonstration, corrective feedback, and descriptive praise to provide in vivo training for four participants who were having difficulties learning verbal and nonverbal tasks. An intrasubject, multiple baseline design across tasks demonstrated the effectiveness of the peer mentors' role in teaching new skills, and responses to postintervention questionnaires indicated that the participants accepted the procedures.
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