Peer mediated intervention in the academic engagement of students with autism

Abstract

Literature has highlighted the fragility of the pedagogical practices of teachers of students with autism. Thus, this study aimed to investigate the effect of the Peer-Mediated Intervention (PMI) on the academic engagement of students with autism. The PMI has been promising for reporting encouraging results in the skill development of these students in the school context. Although this intervention shows strong evidence in the promotion of social skills, few studies investigate its effectiveness in engaging in academic activities. Two students with autism from the first grades of Elementary School, four classmates and an educator of Special Education participated in the study. Peer mediating behaviors and student with autism engagement in academic tasks were recorded and analyzed through filming and AxB design. The results showed that the PMI increased the engagement time of students with autism in academic tasks of the classroom. Practical implications and relevance of these findings are also discussed.