Effects of a Peer-Mediated Intervention on Social Interactions of Students with Low-Functioning Autism and Perceptions of Typical Peers

Abstract

Students with autism display challenges acquiring friendships and participating in relationships with typical peers. Social interaction is further impacted in students with low-functioning autism, necessitating consideration of their unique characteristics when designing and implementing interventions. This single-subject study examined the effects of a peer-mediated intervention on initiations and responses of four K-2 students with low-functioning autism and their second-grade peers. Students were taught a shared reading intervention using visual support, role-play, discussion, and peer reinforcement. Three participants with low-functioning autism increased mean responses to peer initiations from baseline to intervention stages. Further, second-grade students held positive perceptions of peers with autism and considered them as friends. The unexpected response pattern of one participant with low-functioning autism warrants further investigation into individual variation and peer group characteristics.