Since the early 1800's, children have been taught and encouraged to
function as instructional agents for their classroom peers. However, it
was not until the last decade that peer-mediated intervention was
studied in a rigorous, systematic fashion. The purpose of this edited
volume is to provide an up-to-date and complete account of empirical
research that addresses the general efficacy of classroom peers as
behavior change agents. As a result of various social and legal
developments, such as the passage of Public Law 94-142 and its
accompanying demand for indi- vidualized instruction, peer-mediated
interventions seem likely to prolif- erate. As I have noted elsewhere
(Strain, this volume), close adherence to the principle of
individualized programming has rendered obsolete the "adults only" model
of classroom instruction. Whether the utilization of peers in the
instructional process comes to be viewed by school personnel as a
positive adjunct to daily classroom practices depends in large mea- sure
on our ability to carefully design, conduct, and communicate the
findings of applied research. I trust that this volume will function
both to accurately communicate existing findings and to stimulate
further study. My colleagues who have generously contributed their time
and skill to this volume have my deepest appreciation. They have
performed their various tasks in a timely, professional manner and, in
my opinion, have provided considerable insight into the problems and
potentials of peers as instructional agents.
