Students with complex communication needs (CCN) do not have the same access to social opportunities as their typical peers (Chung et al., 2012; Raghavendra et al., 2012; Schoger, 2006). Without such opportunities, students with CCN fall behind their classmates in building friendships and obtaining peer acceptance (Bossaert et al., 2015; Frederickson et al, 2007; Griffin, 2019; Kucuker et al., 2014; Trepanier-Street et al., 2011). Research indicates that intentionally structured interventions have a positive impact on peer perception of students with disabilities (Batchelor & Taylor, 2005; Novak & Bartelheim, 2012; Simpson & Yvonne, 2016; Smith-D'Arezzo & Moore-Thomas, 2010). The We Dance Together (WDT) program is a reverse-inclusion dance program based on the four conditions of the Contact Hypothesis: equal status, cooperation, common goals, and leadership support. Thirty-six second grade students participated in this mixed methods study of the social impact of the WDT program. This included the intervention group who participated in the dance program, a control group with classroom contact, and a control group without contact. Data from this study indicated that typical peer participation in the program resulted in significantly increased favorability towards out-groups in general and an increased desire to "help" and "play with" classmates with complex communication needs specifically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]