Document Type
Article
Publication Date
Spring 2025
Abstract
Preschool teachers are being asked to do more with less, especially when looking at the shortage of staff and the increase in students with IEPs. Students are starting school with more significant social and language needs, and the ability to integrate into the general education classroom and provide support is becoming more challenging. Research suggests that peer-mediated interventions (PMI) are a viable option in providing support to students who need support in language and social skills, especially when peers involved in the interventions are trained, and exhibit prosocial behaviors and interest in the target students. This inquiry-based study aimed to determine if PMI was a viable option when peers were integrated into the special education classroom. The literature review found positive correlations in utilizing PMI and joint attention (JA), parallel play, response to initiations, and an improvement in social skills in general. The importance of training peers was also noted throughout the literature review. Stakeholders held positive connotations towards PMI. Results from the inquiry project indicated positive results for target students in joint attention and response to initiation. There were minimal to no improvements in the areas of initiation and back-and-forth exchanges. Data indicates that PMI is a viable option for support for students in the areas of joint attention and response to initiation. More data is needed to determine effects on initiations and back-and-forth exchanges.