A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

Abstract

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.

The Impact of a Computer-Based Activity Program on the Social Functioning of Children with Autistic Spectrum Disorder

“…The use of a programme aimed at improving social functioning which generates a degree of self-motivation would clearly have benefits for these children. The programme chosen also encouraged multiple player use, and research suggests that for children with ASD generalisation is best achieved by interventions that involve peers and encourages interaction between them [39][40][41][42]. This intervention encourages both physical and social interaction with peers, making it a good candidate to improve social functioning.…”

Incorporation of Restricted Interests Reduces Stereotypy and Facilitates Play and Social Engagement Between a Preschooler with Autism and Peers in an Inclusive Setting

“…She was chosen based on ageappropriate verbal and social skills, a history of compliance with teacher directions and of offering to help classmates, and based upon teacher and support staff recommendation (Chan et al 2009;Watkins et al 2015). Two typically developing classmates served as generalization partners and were based on the same selection criteria.…”

Intervenção mediada por pares: Conceito e implicações para a pesquisa e para as práticas pedagógicas de professores de alunos com autismo

“…Esta intervenção tem sido ampla e continuamente utilizada no contexto da Educação Especial, mostrando resultados promissores, especialmente para o desenvolvimento de habilidades sociais de alunos com autismo (Chang & Locke, 2016;Girolametto, Weitzaman & Earle, 2013;Kamps et al, 2014;Mason et al, 2014;Watkins et al, 2015). Isso porque o comprometimento social é um déficit central para estas crianças, o que restringe a interação com pares em ambientes de aprendizagem e constitui-se uma das principais barreiras à aprendizagem e participação.…”