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ERIC Number: EJ1151271
Record Type: Journal
Publication Date: 2017-Sep
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1053-4512
Reading Buddies: A Strategy to Increase Peer Interaction in Students with Autism
Simpson, Lisa A.; Bui, Yvonne
Intervention in School and Clinic, v53 n1 p44-49 Sep 2017
Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so that students with ASD and students without disabilities can interact in a variety of activities without undue reliance on adults. A peer-mediated approach to a shared reading activity is presented in which students without disabilities and students with ASD are taught a three-step strategy to increase social interactions around a story.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A