The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions.

Aim: There is promising evidence for the use of Peer-Mediated Interventions (PMI) to facilitate pupil-peer relationships for pupils with autism spectrum disorder (ASD). This study aimed to evaluate an innovative PMI developed and delivered in collaboration with school staff for a Year 3 male pupil with ASD, and his typically developing peers. Method/Rationale: The intervention included whole class awareness raising sessions and small group peer network sessions. The mixed method evaluation measured the process and outcomes of the intervention. Data collection included interviews with the target pupil and school staff and a peer focus group to gain an understanding of participants' experiences. Structured playground observations of pupil-peer interaction were also undertaken at three time points. Findings: Findings indicate that this small-scale PMI had a positive impact at the level of the target pupil and peers. An increase in appropriate initiations and responses by peers and the pupil were apparent. Increased peer acceptance and skills in interacting with the target pupil were reported by school staff. Staff and peers also reported positive changes in the target pupil's social skills and enjoyment of working within a group. Limitations: Potential drawbacks included the 'exclusive' nature of the peer network group and wider school staff's knowledge of the intervention. Generalisation of the skills learnt to outside the network sessions and transference of skills to pupils within the wider class were also limited. Conclusions: Key factors facilitating the implementation of this intervention within a school context were identified and future implications are discussed. [ABSTRACT FROM AUTHOR]