| Sumario: | AbstractTransitioning to a new educational level involves changes in social, academic, and physical environments that are often challenging for autistic students. Peer support is a recommended, yet underutilized and understudied, method for helping students adapt to these changes. The current study examines the preliminary outcomes and feasibility of implementing a peer-mediated intervention in elementary schools. Eleven autistic children attending 4th grade elementary school were paired with older students (buddies) and encouraged to participate in organized joint activities during recess. The intervention showed positive effects on children’s social and emotional inclusion and functional problems, as reported by teachers but not by children. In addition, the program showed high child and teacher acceptability and compatibility with the school environment, but mixed feasibility. Implementation barriers related to autism stigma and limited school resources should be addressed to increase the adoption and sustainability of peer support in schools.
|
|---|