ABSTRACT
The peer-assisted learning (PAL) approaches described in this book have been found to produce positive cognitive, social, and affective outcomes over a broad range of target populations (e.g., academically handicapped, socially disadvantaged, regular education students) and settings (e.g., special and regular classes). In general, PAL coordinators will achieve the best results by implementing these procedures as they are described in the ensuing chapters and other published evaluations. However, in order to meet the needs of specific target students or contextual constraints (e.g. on time or resources), it is sometimes necessary to adapt or extend specific components of a selected approach.
