Effectiveness of a peer-helper intervention to increase children's social interactions. Generalization, maintenance, and social validity.

Three lonely elementary students spent recess mostly alone. The authors picked two classmates for each child and taught them simple ways to invite play.

The team used a multiple-baseline design across the three isolated kids. They tracked positive social acts during recess and in a second playground the kids also used.

All three students quickly doubled or tripled their friendly contacts. The gains moved to the second playground and stayed high after the peer helpers stopped coming.

By the end, each child played like the average classmate. Teachers and parents said the change felt real and important.

Barthelemy et al. (1989) ran almost the same plan two years earlier with only girls. The results match, showing the idea works across genders.

Laermans et al. (2025) updated the model. They let the teacher run the peer training with a script called Stay-Play-Talk. The method still works and now fits easier into busy classrooms.

Syriopoulou-Delli et al. (2012) added extra practice in starting play for kids with autism. They kept the recess setting and saw the same strong carry-over, proving the trick helps even when social skills are weaker.

You can raise recess social time in one week. Pick two well-liked classmates, give them a short script, and watch the isolated child join games. Fade the helpers and the play keeps going. No extra staff, no tokens, just peers doing what they already like—playing.