Supporting Social Interaction for Autistic Students in Inclusive Classrooms Through Peer-Mediated Interventions: A Guide to Practice Across Developmental Stages

Autistic students are increasingly included in general education settings with neurotypical peers. Peer-mediated interventions (PMIs) are an evidence-based practice particularly suited to inclusive settings and have been shown to support a variety of skills and behaviors, including social interaction. Despite its effectiveness, this strategy is not widely utilized in inclusive classrooms. This article describes how different types of PMI have been successfully implemented with autistic students to support social interaction across developmental stages, from preschool through high school, and provides recommendations for practitioners using PMI in the school setting, including suggestions for training and supporting peers involved in PMI and considerations for respecting the neurodiversity of autistic students involved in school-based intervention.