Eight high school students who were peer tutors in a classroom for students with severe disabilities were matched in pairs and then randomly assigned to interact with and serve as a partner for a classmate with severe disabilities. One participant in the pair received social interaction training, and one participant did not. Statistical analysis indicated that the social interaction training increased the frequency of initiations directed from the nondisabled students toward their partners with severe disabilities. Additionally, there was an increase in the proportion of interactions that were social in nature, with a resulting decrease in the frequency of task-related interactions. There was also a significant increase in targeted social behaviors of the participants with severe disabilities associated with the increase in social interactions with their nondisabled partners. (Contains 40 references.) (Author/JDD)