Sage Journals: Discover world-class research

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.

Get full access to this article

View all access options for this article.

References

Bambara

L. M.

Cole

C. L.

Kunsch

Tsai

S. C.

Ayad

A peer-mediated intervention to improve the conversational skills of high school students with autism spectrum disorder 10.1016/j.rasd.2016.03.003 Research in Autism Spectrum Disorders https://doi.org/10.1016/j.rasd.2016.03.003 2729–432016

Bambara

L. M.

Thomas

Chovanes

Cole

C. L.

Peer-mediated intervention: enhancing the social conversational skills of adolescents with autism spectrum disorder 10.1177/0040059918775057 TEACHING Exceptional Children https://doi.org/10.1177/0040059918775057 51 17–172018

Brock

M. E.

Carter

E. W.

Efficacy of teachers training paraprofessionals to implement peer support arrangements 10.1177/0014402915585564 Exceptional Children https://doi.org/10.1177/0014402915585564 82 3354–3712016

Bryan

Gast

Teaching on-task and on-schedule behaviors to high functioning children with autism via picture activity schedules 10.1023/A:1005687310346 Journal of Autism and Developmental Disorders https://doi.org/10.1023/A:1005687310346 30 6553–5672000

Calhoon

M. B.

Fuchs

L. S.

The effects of peer-assisted learning strategies and curriculumbased measurement on the mathematics performance of secondary students with disabilities 10.1177/07419325030240040601 Remedial and Special Education https://doi.org/10.1177/07419325030240040601 24 4235–2452003

Carr

E. G.

Carlson

J. I.

Reduction of severe behavior problems in the community using a multicomponent treatment approach 10.1901/jaba.1993.26-157 Journal of Applied Behavior Analysis https://doi.org/10.1901/jaba.1993.26-157 26 2157–1721993

Carter

E. W.

Asmus

Moss

C. K.

Biggs

E. E.

Bolt

D. M.

Born

T. L.

Brock

Cattey

Chen

Cooney

Fesperman

Hochman

Huber

H. B.

Lequia

J. L.

Lyons

Moyseenko

K. A.

Riesch

L. M.

Shalev

R. A.

Vincent

L. B.

Wier

Randomized evaluation of peer support arrangements to PMI Supporting Secondary Students with ASD / 145 support the inclusion of high school students with severe disabilities 10.1177/0014402915598780 Exceptional Children https://doi.org/10.1177/0014402915598780 82 2209–2332016

Carter

E. W.

Cushing

L. S.

Clark

N. M.

Kennedy

C. H.

Effects of peer support interventions on student's access to the general education curriculum and social interactions 10.2511/rpsd.30.1.15 Research and Practice for Persons with Severe Disabilities https://doi.org/10.2511/rpsd.30.1.15 30 115–252005

Carter

E. W.

Gustafson

J. R.

Sreckovic

M. A.

Dykstra Steinbrenner

J. R.

Pierce

N. P.

Bord

Stabel

Rogers

Czerw

Mullins

Efficacy of peer support interventions in general education classrooms for high school students with autism spectrum disorder 10.1177/0741932516672067 Remedial and Special Education https://doi.org/10.1177/0741932516672067 38 4207–2212017

10.

Carter

E. W.

Moss

C. K.

Hoffman

Chung

Y. C.

Sisco

Efficacy and social validity of peer support arrangements for adolescents with disabilities 10.1177/0040059915594784 Exceptional Children https://doi.org/10.1177/0040059915594784 78 1107–1252011

11.

Carter

E. W.

Sisco

L. G.

Brown

Brickham

Al-Khabbaz

Z. A.

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms 10.1352/2008 American Journal on Mental Retardation https://doi.org/10.1352/2008 113 6479–4942008

12.

Cooper

Heron

T. E.

Heward

W. L.

Applied behavior analysis Pearson Education 2019 rd ed

13.

Crosland

Dunlap

Effective strategies for the inclusion of children with autism in general education classrooms 10.1177/0145445512442682 Behavior Modification https://doi.org/10.1177/0145445512442682 36 3251–2692012

14.

Dunleavy

Milton

Student engagement for effective teaching and deep learning

Education Canada 48 54–82008

15.

Fleury

V. P.

Hedges

Hume

Browder

D. M.

Thompson

J. L.

Fallin

Zein

F. E.

Reutebuch

C. K.

Vaughn

Addressing the academic needs of adolescents with autism spectrum disorder in secondary education 10.1177/0741932513518823 Remedial and Special Education https://doi.org/10.1177/0741932513518823 35 268–792014

16.

Fuchs

L. S.

Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children 10.1177/00224669050390010401 The Journal of Special Education https://doi.org/10.1177/00224669050390010401 39 134–442005

17.

Gengoux

G. W.

Priming for social activities: Effects on interactions between children with autism and typically developing peers 10.1177/1098300714561862 Journal of Positive Behavior Interventions https://doi.org/10.1177/1098300714561862 17 3181–1922015

18.

Hume

Boyd

B. A.

Hamm

J. V.

Kucharczyk

Supporting independence in adolescents on the autism spectrum 10.1177/0741932513514617 Remedial and Special Education https://doi.org/10.1177/0741932513514617 35 2102–1132014

19.

Hume

Loftin

Lantz

Increasing independence in autism spectrum disorders: A review of three focused interventions 10.1007/s10803-009-0751-2 Journal of Autism and Other Developmental Disorders https://doi.org/10.1007/s10803-009-0751-2 39 91329–13382009

20.

Humphrey

Lewis

What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools 10.1111/j.1471-3802.2008.00115.x Journal of Research in Special Educational Needs https://doi.org/10.1111/j.1471-3802.2008.00115.x 8 3132–1402008

21.

Kaufman

Asperger syndrome: Implications for educators. (Expert speaks out)

The Brown University Child and Adolescent Behavior Letter 81–42002 August 1

22.

Kazdin

Single-case research designs: Methods for clinical and applied settings Oxford University Press 2011 nd ed.

23.

Lauderdale-Littin

Brennan

Evidence-based practices in the public school: The role of preservice teacher training 10.26822/iejee.2018336195 International Electronic Journal of Elementary Education https://doi.org/10.26822/iejee.2018336195 10 3369–3752018

24.

Lawson

M. A.

Masyn

K. E.

Analyzing profiles, predictors, and consequences of student engagement dispositions 10.1016/j.jsp.2014.11.004 Journal of School Psychology https://doi.org/10.1016/j.jsp.2014.11.004 53 163–862015

25.

Mahoney

Peer-mediated instruction and activity schedules: Tools for providing academic support to students with ASD 10.1177/0040059919835816 Teaching Exceptional Children https://doi.org/10.1177/0040059919835816 51 5350–3602019

26.

Mamas

Daly

A. J.

Cohen

S. R.

Jones

10.1016/j.lcsi.2020.100467 Social participation of students with autism spectrum disorder in general education settings. Learning, Culture and Social Interaction https://doi.org/10.1016/j.lcsi.2020.100467 282021

27.

Menzies

H. M.

Lane

K. L.

Oakes

W. P.

Ennis

R. P.

Increasing students’ opportunities to respond: A strategy for supporting engagement 10.1177/1053451216659467 Intervention in School and Clinic https://doi.org/10.1177/1053451216659467 52 4204–2092017

28.

Moskowitz

L. J.

Walsh

C. E.

Mulder

Mclaughlin

D. M.

Hajcak

Carr

E. G.

Zarcone

J. R.

Intervention for anxiety and problem behavior in children with autism spectrum disorder and intellectual disability 10.1007/s10803-017-3070-z Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-017-3070-z 47 123930–39482017

29.

Ryan

A. M.

Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school 10.1207/s15326985ep3502_4 Educational Psychologist https://doi.org/10.1207/s15326985ep3502_4 35 2101–1112000

30.

Shyman

Teacher education in autism spectrum disorders: A potential blueprint

Education and Training in Autism and Developmental Disabilities 47187–1972012

31.

Silveira-Zaldivar

Curtis

I'm not trained for this!” and other barriers to evidence-based social skills interventions for elementary students with high functioning autism in inclusion 10.26822/iejee.2019155337 International Electronic Journal of Elementary Education https://doi.org/10.26822/iejee.2019155337 12 153–662019

32.

Talib

T. L.

Paulson

S. E.

10.1080/08878730.2015.1072259 Differences in competence and beliefs about autism among teacher education students. The Teacher Educator https://doi.org/10.1080/08878730.2015.1072259 50240–2562015

33.

White

O. R.

Center of Human Development, University of Oregon The split middle: A quickie method of trend estimation 1972

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

Abstract

Get full access to this article

References