Effectiveness of PMI Combined with Common Interest Activity for Elementary School Students with Autism Spectrum Disorder

Abstract

Peer-mediated intervention (PMI) includes a range of strategies that are considered a successful aid in social-communication behavior for kids and their peers with autism spectrum disorders (ASD). This study was carried out to improve the social behavior of children with ASD, using peer training through an activity that they have in common. Three ASD students in Greek elementary schools, aged seven to ten years old, two boys and one girl, participated in this study. The peers of ASD students were trained to interact with them during recess in a comprehensive school setting. An ABA reversal design was used on each participant in order to define the effects of the intervention. Through observation probes, the responses and the initiations of all ASD students were noted by trained school staff. The results of the intervention phase showed an increase in both of these two variables. Furthermore, the follow-up phase depicted important results for the academic community, also showing an increase in all ASD students’ responses and initiations. The current study supplements the existing PMI research, which leads to the possible use of this valid tool that could be used in school settings in order to increase the socialization of ASD students.

Keywords

• autism spectrum disorder
• PMI
• intervention
• social behavior
• school setting