How Peers Relate to Classmates With Autism Who are Minimally Speaking Within a Play-Based Intervention

Purpose Peer network interventions support social interaction among students with autism and their peers and may be able to support reciprocal friendship development. However, little research has attempted to examine the nature of relationships that form within them. This study utilized a convergent parallel mixed methods design to explore how peers related to classmates with autism and limited speech when they participated together in a play-based peer network intervention. Methods Participants were four elementary-aged children with autism who were minimally speaking and eight of their peers. Data were collected through interviews with peers (qualitative) and observational measurement of shared play and joint engagement during play sessions (quantitative). Results When integrated, qualitative and quantitative data revealed three key findings: (1) some, but not all, peers formed close, reciprocal relationships with the focus students with autism; (2) the ways that peers subjectively described their relationships did not necessarily align with what play and engagement looked like; and (3) peers who demonstrated greater interest in learning from their classmate with autism also had more friendship reciprocity and joint engagement during play. Conclusion Taken together, these findings provide important implications for future research and practice for utilizing peer network interventions to support opportunities for authentic friendship development.