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.
Mahoney, Michael W.M. Ph.D.
"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:
1, Article 6.
Available at: https://scholarworks.lib.csusb.edu/josea/vol12/iss1/6