Abstract
ABSTRACT Peer-mediated instruction and intervention is based on principles of behaviorism and social learning theory. In this intervention approach, developing peers are typically taught ways to interact with and help children and youth with autism spectrum disorders acquire new social skills by increasing social opportunities in natural environments. The authors outline how educational environments can be developed that are conducive to peer-mediated instruction and intervention. In addition, the authors present strategies for the careful selection and systematic instruction of typically developing peers as intervention agents. The author also present examples of empirically based methods of applying peer-mediated strategies across the age range.
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