PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity

Clarke et al. (2019) trained three typical middle-school students to run a Positive Behavior Support plan for a classmate with autism. The researchers used a short BST package: instructions, modeling, practice, and feedback. They tracked how well the peer buddies followed each PBS step and measured the target student's challenging behavior and class engagement.

The peer buddies carried out the PBS plan with high fidelity. When they used the plan, the student with autism showed less challenging behavior and spent more time engaged in class activities.

The idea of students helping students is not new. Lerman et al. (1995) first showed that classmates trained with BST could tutor a peer with severe disabilities and cut that peer's problem behaviors. Clarke keeps the peer-agent idea but swaps tutoring for a full PBS plan.

Chen (2024) recently extended peer-mediated support to younger kids in Taiwan. Elementary peers delivered behavioral expectations to classmates with autism and ADHD. Both studies found the same bottom line: peers can run behavior plans and outcomes improve.

Petursdottir et al. (2019) looks like a contradiction at first glance. That study used teacher-led, function-based token systems and also got big drops in disruption. Clarke hands the keys to students instead of teachers, yet still reaches high fidelity and strong behavior gains. The difference is who delivers the plan, not whether it works.

You no longer need to be the only one delivering behavior support. A 30-minute BST block can turn typical middle-schoolers into capable PBS implementers. Use them as on-the-spot coaches during group work, transitions, or electives. You free up your time while the student with autism gets more natural, peer-driven support that actually works.