Abstract
Peer mentoring support as an organized peer‐run approach can be understood as an intentional support strategy for students with autism within the context of general schools. However, the increasing number of research‐based articles on the peer support programme apply the concept with little consistency. The literature was searched using electronic databases. Any quantitative or qualitative studies published in English, which were focused on peer mentoring support in autism, were included. We followed Walker and Avant's method of concept analysis. The attributes, antecedents and consequences of the concept were identified. The attributes of peer mentoring support were peer‐based interaction, mentorship approach, customized support and reciprocal relationship. Antecedents included peer acceptance, peer mentor training and role definition. The consequences of peer mentoring support were also identified. A conceptual model of peer mentoring support in autism was developed.
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