Perceptions of Adolescents with ASD and Peers about Peer-Mediated Interventions (2015)

Undergraduates: Amber Majors, Jessica Dykstra, Ph.D.

Faculty Advisor: Kara Hume
Department: Psychology & Neuroscience

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Research indicates that peer-mediated interventions have positive effects on students with and without disabilities, including those on the autism spectrum. Few studies, however, include the perception of intervention acceptability from peer participants, and fewer still include the perceptions of the focal students, or those with disabilities. The current study examines the perceptions of all participants in a peer-mediated intervention which included high school students with autism spectrum disorder (ASD) and peers without disabilities. Survey methods were used to gather perceptions of twenty-three students participating in peer-mediated intervention. Overall, students with ASD and students without disabilities reported positive experiences with the intervention and wanted to continue spending time with their partners. Results will assist school personnel in designing and implementing peer-mediated interventions that best match the preferences of students with ASD and their peer partners, thus increasing the likelihood for ongoing participation and improved student outcomes.