A Systematic Review to Assess the Use of Peer Mediated Interventions for Children with Autism When Autistic Children Serve as Peer Instructors and Models

Abstract Autism spectrum disorder is a neurodevelopmental disorder characterized by deficits in social communication, social interactions and restricted, repetitive and stereotyped patterns of behavior, interest or activities. These deficits hinder autistic children’s social and communicative skills. Peer-mediated interventions (PMIs) have been found effective in the development of communication, play and social skills in individuals with ASD. In PMIs typically developing children are trained to be peer models of socially acceptable behavior for children with ASD. This however may contrast with literature indicating that the most effective peer models are individuals who share similarities with the learner. The current study was a systematic review of literature to determine if there is sufficient empirical research to support the use of PMIs for autistic children when autistic children are utilized as peer instructors and models. A total of 74 studies were assessed for inclusion criteria. No articles were left in this literature review, which concluded as empty. Key words: peer-mediated intervention, peer-based intervention, peer modeling, autism