A Teacher-Facilitated Peer-Mediated Intervention to Support Interaction Between Students with and without Autism

Abstract 

Objectives

Within the autism intervention literature, there is a need for research focused on training teachers to implement and monitor the use of evidence-based strategies in regular classroom settings. This study assessed the effects of a teacher facilitated peer-mediated intervention (PMI) on the cooperative play, initiations, and responses of three upper elementary students with autism and three typically developing peers attending a Title 1 school.

Methods

Using a concurrent multiple probe across dyads design, we implemented a cascading coaching model and behavioral skills training (BST) package to teach one special educator to train peers in strategies to support and maintain play and interaction with their classmates with autism. Fidelity and social validity were assessed.

Results

A functional relation between the intervention and cooperative play was demonstrated. Initiations increased for all peers. Participant initiations and responses increased but were variable, with substantial increases for two participants and modest increases for one participant. Peers implemented the support strategies with a high degree of fidelity, and the teacher accurately monitored peer strategy use and intervention effects. Feedback from the teacher, participants, and peers demonstrated a high level of social validity and satisfaction with the training procedures, intervention, and outcomes.

Conclusion

A cascading coaching model using BST is a promising approach for training teachers to implement and monitor PMI in the natural classroom environment. Limitations and considerations for practice and future research are discussed.