Using Peer-Assisted Learning Strategies to Increase Response to Intervention in Inclusive Middle Math Settings

Abstract

A study examined the use of peer-assisted learning strategies (PALS) to improve response to intervention in an inclusive middle school mathematics class. Participants were two middle school teachers and 150 of their students, 14 percent of whom had a disability. Findings revealed that PALS had a positive influence on student participants' attitudes toward mathematics. Moreover, it led to a dramatic increase in their engagement and response to intervention. Other findings of the study are discussed.