Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Effectiveness of a peer-mediated intervention on writing skills for students with autism

  • Siddiq Ahmed, Ph.D. (Author) American College of Education, Indianapolis, IN image/svg+xml
  • Mohammed Al Jaffal, Ph.D (Author) King Saud University, Riyadh, Saudia Arabia image/svg+xml
DOI
https://doi.org/10.64546/jaasep.585
Abstract
The current study aimed to investigate the effectiveness of a Peer-Mediated Intervention (PMI) on writing skills for students with autism spectrum disorder (ASD) in the inclusive classroom. The participants in this study were two seventh-grade students, one neurotypical student who acted as a tutor and has achieved high academic outcomes in the area of writing, the other participant is the tutee, who had been diagnosed with autism spectrum disorder (ASD) and struggled with development of writing skills. The study utilized multiple-baseline design across behaviors to identify the effectiveness of a PMI on writing skills for the student with ASD in three areas of writing skills (i.e., subject-verb agreement, capitalization/spelling, punctuation). The results of the present study showed that PMI yielded significant improvements in academic achievement for the target student. This study suggests that further studies replicate the current study with an intensive focus on other academic skills, such as reading comprehension and mathematics.
Keywords
autism spectrum disorder, inclusive education, peer tutoring, writing skills, multiple-baseline design
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How to Cite
Ahmed, S., & Al Jaffal, M. (2025). Effectiveness of a peer-mediated intervention on writing skills for students with autism. Journal of the American Academy of Special Education Professionals, 20(3), 1-12. https://doi.org/10.64546/jaasep.585
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  • Article Type Articles
  • Submitted August 16, 2025
  • Published June 15, 2025
  • Issue Fall 2025
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