The effects of peer-mediated intervention on friendship skills of typically developing children and their peers with autism spectrum disorder

In this study, it was aimed to determine the effects of (a) the awareness activities and social skills curriculum prepared for typically developing peers to increase the social interaction behaviors of typically developing peers and (b) the Peer Mediated Intervention implemented by typically developing peers on the friendship relationships of children with Autism Spectrum Disorder (ASD). In addition, the opinions of teachers and peer educators of children with ASD regarding the social validity of the study were obtained. The study was conducted with three "target children" with ASD and six typically developing "educational peers" aged 5-6 years. In the study, a single-subject research model of multiple probe with inter-participant probe was used. The entire experimental process was carried out in kindergartens, the natural environment of children. The findings of the study showed that (a) awareness activities and social skills curriculum were effective on typically developing peers' correct use of Peer Mediated Intervention steps, (b) typically developing children's use of Peer Mediated Intervention enabled two out of three children with ASD to effectively demonstrate friendship skills at the acquisition, retention, and generalization levels, and (c) the opinions on the social validity of the research collected from peer educators and teachers were positive. The findings were discussed based on the literature and recommendations were made for practice and further research.