University of Arkansas, Fayetteville


The purpose of this study was to determine the characteristics of students with autism and their peer mentors that may contribute to the success of peer-mediated intervention strategies. Target students and peer mentors were matched based on skill level, age, and preferences; the students participated in a variety of activities throughout a week-long day camp. Peer mentors were taught how to interact with students, and behavior technicians were trained to facilitate these interactions. A qualitative case study was designed to determine patterns across the matched pairs. Findings indicate that peer mentor characteristics and the characteristics of the target student contribute to the success of a peer mentoring intervention.