Peer-Mediated Instruction and Activity Schedules: Tools for Providing Academic Support for Students With ASD

Given the increase in students identified with autism spectrum disorder (ASD), the least restrictive learning environment will likely be the general education classroom. With secondary teachers instructing multiple classes throughout the day, it is becoming more likely that they will encounter students with ASD in their classrooms. Students with ASD can benefit academically from highly structured, predictable, and consistent class routines. These routines, however, may vary throughout the secondary students’ day as they move from one class to class. One structural approach to academically supporting the on-task behaviors of students with ASD in large classroom settings is peer-mediated instruction and interventions (PMII). PMII structures increase direct instructional feedback through the use of peers. By combining PMII structures with a visual support in the form of an activity schedule, general education teachers can better academically support students with ASD in inclusive secondary classrooms. Key words: autism spectrum disorder (ASD), secondary, peer-mediated instruction and interventions (PMI), activity schedules, academic engagement