Supporting the Academic Engagement of Secondary Students with Autism through the Use of a Visual Activity Schedule and Peer-Mediated Instruction and Interventions

Abstract

This study examined the use of a peer-mediated instruction and intervention (PMI) model combined with the use of a visual schedule as a way of supporting academic engagement and social interactions of secondary students with autism spectrum disorder (ASD). A multiple-baseline across participants design (Kazdin, 2011) was used to determine effects of the intervention on three high school students in general education settings. The results of this study showed positive outcomes for all three students’ academic engagement and in social interactions for two of the three participants. Findings address the need for continued development of strategies in supporting links between academic and social skills in secondary students with ASD.