PEER-MEDIATED INSTRUCTION AND INTERVENTION THROUGH INTEGRATED PLAY GROUPS AMONG PRESCHOOLERS WITH AUTISM: TEACHERS’ PERCEPTIONS OF THE IMPACT

Abstract

ABSTRACT Teachers play an essential role in providing appropriate classroom interventions for young children with autism spectrum disorder (ASD). It is necessary to discover teachers’ perceptions about these interventions for young children with ASD in order to improve the curricula and standards for working with this population. Peer‐Mediated Instruction and Intervention (PMII) has proven to be a successful evidence-based intervention (EBI) that works to improve the social skills of children with ASD. To date, there is little research that has explored teachers’ perceptions of using PMII. Therefore, this study investigates teachers’ perceptions of the impact of using PMII in Integrated Play Groups (IPG) with particular regard to the social skills development among preschoolers with ASD within general education classrooms. To best capture these perceptions, the study was conducted using a survey research design.