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ERIC Number: EJ1171784
Record Type: Journal
Publication Date: 2018-Feb-26
Pages: 23
Abstractor: As Provided
ISSN: EISSN-1068-2341
Peer-Mediated Intervention: Concept and Implications for Research and Pedagogical Practice of Teachers of Students with Autism
Ramos, Fabiane dos Santos; de Bittencourt, Daniele F. C. Denardin; Carmargo, Síglia Pimentel Höher; Schmidt, Carlo
Education Policy Analysis Archives, v26 n23 Feb 2018
Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This study aims to review the PMI in the education of students with autism and its implications for research and pedagogical practice. The theoretical principles of child development behind this intervention are examined to describe the evolution of different procedures and methodologies historically used. Research shows effectiveness of this intervention for improving social skills of special education students and, more recently, for academic learning of children with autism. The broad use from naturalistic to controlled environments, the low cost, and complexity favor its use as a pedagogical practice by kindergarten teachers in inclusive settings. However, the need of future studies addressing this topic in the Brazilian educational context is identified. [This is an unofficial English translation provided by the authors and has not been peer-reviewed.]
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A