The following research studies were conducted within the context of the Peer Buddy Project.

Carter, E. W., Hughes, C., Copeland, S. R., & Breen, C. (2001). Differences between high school students who do and do not volunteer to participate in peer interaction programs. Journal of the Association for Persons with Severe Handicaps, 26, 229-239.

Carter, E. W., Hughes, C., Guth, C., & Copeland, S. R. (in press). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation.

Copeland, S. R., Hughes, C., Carter, E. W., Guth, C., Presley, J. A., Williams, C. R., & Fowler, S. E. (2004). Increasing access to general education: Perspectives of participants in a high school peer support program. Remedial and Special Education, 25, 342-352.

Copeland, S. R., McCall, J., Williams, C. R., Guth, C., Carter, E. W., Presley, J. A., Fowler, S. E., & Hughes, C. (2002). High school peer buddies: A win-win situation. TEACHING Exceptional Children, 35, 16-21.

Gilberts, G. H., Agran, M., Hughes, C., & Wehmeyer, M. L. (2001). The effects of peer-delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. TheJournal of the Association for Persons with Severe Handicaps, 26, 25-36.

Hughes, C., Carter, E. W., Hughes, T., Bradford, E., & Copeland, S. R. (2002). Effects of instructional versus non-instructional roles on the social interactions of high school students. Education and Training in Mental Retardation and Development Disabilities, 37, 146-162.

Hughes, C., Copeland, S. R., Guth, C., Rung, L. L., Hwang, B., Kleeb, G., & Strong, M. (2001). General education students = perspectives on their involvement in a high school peer buddy program. Education and Training in Mental Retardation and Developmental Disabilities, 36, 343-356.

Hughes, C., Copeland, S. R., Wehmeyer, M. L., Agran, M., Cai, X., & Hwang, B. (2002). Increasing social interaction between general education high school students and their peers with mental retardation. Journal of Developmental and Physical Disabilities, 14, 387-402.

Hughes, C., Guth, C., Hall, S., Presley, J., Dye, M., & Byers, C. (1999). A They are my best friends: Peer Buddies promote inclusion in high school. TEACHING Exceptional Children, 31, 32-37.

Hughes, C., Fowler, S. E., Copeland, S. R., Agran, M., Wehmeyer, M. L., & Church-Pupke, P. P. (2004). Supporting high school students to engage in recreational activities with peers. Behavior Modification, 28, 3-27.

Hughes, C., Harmer, M. L., Killian, D. J., & Niarhos, F. (1995). The effects of multiple-exemplar self-instructional training on high school students' generalized conversational interactions. Journal of Applied Behavior Analysis, 28, 201-218.

Hughes, C., Hugo, K., & Blatt, J. (1996). A self-instructional model for teaching generalized problem solving within a functional task sequence. American Journal on Mental Retardation, 100, 565-579.

Hughes, C., Killian, D. J., & Fischer, G. M. (1996). Validation and assessment of a conversational interaction intervention. American Journal on Mental Retardation, 100, 493-509.

Hughes, C., Rung. L. L., Wehmeyer, M. L., Agran, M., Copeland, S. R., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. The Journal of the Association for Persons with Severe Handicaps, 25, 153-166.

Presley, J. A., & Hughes, C. (2000). Peers as teachers of anger management to high school students with behavioral disorders. Behavioral Disorders, 25, 114-130.