The systematic review concluded that peer-mediated intervention (PMI), which involves training typically developing peers to reinforce appropriate social behaviour in a student with developmental disorder, was effective in promoting social skills in children with autism spectrum disorder (ASD). Also, recess intervention that focuses on changing playground design to foster peer interactions in students with ASD was shown to improve their engagement in social behaviour. Moreover, an intervention approach aimed at having teachers to reinforce students with ASD for participating in cooperative play was suggested to be effective in promoting social responses.
The practical challenge for PMI might be the availability of classroom time for training
The practical challenge for PMI might be the availability of classroom time for training