Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature

Authors

Michael W.M. Mahoney Ph.D., Literacy, Early, Bilingual and Special Education California State University, Fresno

Abstract

The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion. Results of this search identified four models of PMI that were used to promote on-task academic achievement and increases in correct academic responding. This paper concludes with suggestions for future research and recommendations for implementing peer-mediated interventions in larger inclusive secondary classroom settings.

Recommended Citation

Mahoney, Michael W.M. Ph.D. (2023) "Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature," The Journal of Special Education Apprenticeship: Vol. 12: No. 1, Article 6.
DOI: https://doi.org/10.58729/2167-3454.1159
Available at: https://scholarworks.lib.csusb.edu/josea/vol12/iss1/6