Abstract
The purpose of this study was to investigate the effectiveness of Super Skills courses on enhancing peer interaction for the students with intellectual disabilities in regular classroom. The methodology used ABM design from the single subject experimental approach which included three phases: baseline, intervention, and maintenance. Three students with moderate and severe intellectual disabilities at spec ial class participated in this research. Super Skills courses were the independent variables while the dependent variables were the effects of peer interaction including greeting, joining activities of others, and asking for help. The results of this study were as follows: 1. Super Skills courses showed the immediate effectiveness in improving the peer interaction for the students with intellectual disabilities in regular classroom. 2. Super Skills courses showed the maintenance effectiveness in improving the peer interaction for the students with intellectual disabilities in regular classroom. 3. The teachers and students in regular classroom perceived that Super Skills courses could partially improve the peer interaction for the students with intellectual disabilities.