Peer supports 133well as the format (i.e., group vs. individual), and the target of the intervention
(i.e., social vs. academic).
Peer modeling involves pairing a socially competent peer model with a student
with ASD in order to demonstrate appropriate social behaviors (Utley et al., 1997;
Zhang and Wheeler, 2011; Kasari et al., 2012). In peer modeling, peers do not
provide any direct intervention; rather, they merely model behaviors (e.g., sharing,
requesting, joining in play). This approach also may include video modeling in
which students with ASD watch a video of a peer model demonstrating desired
behaviors (Nikopoulos and Keenan, 2004; Bellini and Akullian, 2007). Peer model-
ing often is used as a component of peer-mediated and other social skill interven-
tions, in which the student with ASD watches the peer model, practices the skill,
and receives feedback on his or her performance.
Conversely, peer networking combines adult- and peer-mediated strategies
to create a broad support system in the classroom for students with ASD (Utley
et al., 1997; Garrison-Harrell, Kamps and Kravits, 1997; Zhang and Wheeler, 2011;
Kamps et al., 2014). In peer networking interventions, peers both initiate social
interactions with students with ASD and model appropriate behaviors. Peer net-
works often are informal and typically include a small group of peer models that
are instructed to integrate target students with ASD into appropriate peer groups
within classroom, cafeteria, and playground settings (Utley et al., 1997; Kasari et al.,
2012; Kamps et al., 2014).
Peer tutoring or peer mentoring is another peer-mediated approach that
involves pairing peer models with target students with ASD to promote curricular
and social interaction skills through structured, dyadic, one-to-one instructional
interactions (Utley et al., 1997; Rogers, 2000; DiSalvo and Oswald, 2002). Peer
tutors and mentors often are taught specific strategies on redirecting, engaging, and
scaffolding behaviors for target students with ASD (Bohlander, Orlich and Varley,
2012; Kasari et al., 2012). Peer tutoring and peer mentoring create opportunities
for students with ASD to interact with socially competent peer models to learn
academic tasks as well as social-communication skills (DiSalvo and Oswald, 2002;
Bohlander, Orlich and Varley, 2012).
Peer-mediated intervention strategies and formats vary depending on the
intended outcome. Many school-based peer-mediated interventions strive to pro-
vide opportunities for social interactions between children and adolescents with
ASD and their peers. Peer models are taught a specific set of skills through direct
instruction, prompting, modeling, role playing, and reinforcement that entail: iden-
tifying isolated students, initiating and responding to social interactions, organiz-
ing play activities, redirecting and ignoring inappropriate behaviors, monitoring
behavior requests, sustaining engagement in games, mediating conflict, and serving
as tutors for schoolwork and recreational activities (Odom and Strain, 1986; Kamps
et al., 1992; Morrison, Kamps, Garcia, and Parker, 2001; Kamps et al., 2002; Orsmond,
Krauss and Seltzer, 2004; Kasari et al., 2012; Locke et al., 2014b). Adult facilitators
typically cue peer models to use the strategies with students with ASD (Rogers,