Social impairment may be the most challenging and pervasive core deficit that
affects children and adolescents with Autism Spectrum Disorder (ASD) (Kasari
and Rotheram-Fuller, 2007). Social challenges, particularly apparent in school
settings, have a lasting impact on peer relationships of children and adolescents with
ASD (Bauminger and Kasari, 2000; Locke, Ishijima, Kasari and London, 2010). The
Individuals with Disabilities Education Act (IDEA, 2004) mandates that children
with disabilities, including ASD, be educated within the general education envi-
ronment with typically developing peers whenever appropriate. The inclusion of
children and adolescents with ASD in general education classrooms is an increas-
ingly common practice to ensure they are educated in the least restrictive learning
environment. However, placement of children and adolescents with ASD in prox-
imity with typically developing peers is necessary but not sufficient for promoting
social engagement (Odom and Strain, 1984). Rather, children and adolescents with
ASD require ongoing support, facilitation, and structure to be socially successful in
school settings (Simpson, de Boer-Ott and Smith-Myles, 2003).

Peer models

Peer-mediated interventions have shown promise in addressing this issue (e.g.,
Rogers, 2000; Chan et al., 2009). Peer-mediated interventions comprise training
same-age or older typically developing peers (e.g., classmates) on skills to engage

10

USING TYPICALLY DEVELOPING

PEERS AS SUPPORT FOR SOCIAL

INCLUSION OF CHILDREN AND

ADOLESCENTS WITH AUTISM IN

SCHOOL SETTINGS

Jill Locke and Colleen Harker