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, M. W. (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, 12(1). https://doi.org/10.58729/2167-3454.1159