title: A review of peer-mediated social interaction interventions for students with autism in inclusive settings.
abstract: This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.
authors.affiliation: Department of Special Education, 1912 Speedway, D5300, The University of Texas at Austin, Austin, TX, 78712, USA, lbwatkins@gmail.com.
authors.forename: Laci
authors.initials: L
authors.lastname: Watkins
authors.forename: Mark
authors.initials: M
authors.lastname: O'Reilly
authors.forename: Michelle
authors.initials: M
authors.lastname: Kuhn
authors.forename: Cindy
authors.initials: C
authors.lastname: Gevarter
authors.forename: Giulio E
authors.initials: GE
authors.lastname: Lancioni
authors.forename: Jeff
authors.initials: J
authors.lastname: Sigafoos
authors.forename: Russell
authors.initials: R
authors.lastname: Lang
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000175:diagnosis / Q000453:epidemiology* / Q000523:psychology*; D002648:Child; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D010379:Peer Group; D013334:Students / Q000523:psychology*