Peer Interactions Among Students with Autism and the Effects on Transitioning to Middle School
Abstract
Many students, parents, and educators today are concerned about the climate in school
environments, especially during times of transitioning from one environment to another. Besides
having to adjust to a new environment and meet new people, students with Autism Spectrum
Disorder (ASD) continue to be affected by various social and behavioral issues, such as bullying
and transgressions that disrupt the ease of all students to be accepted in middle school. This
report responds to these difficulties by identifying middle school student and staff perceptions of
inclusion of students with ASD and what needs to be done to ease the anxiety these students
have transitioning to middle school. This paper addresses the effects of peer support/mentor
groups for students with ASD transitioning to inclusive middle school settings on their
relationships and interactions with peers. The goal for the research was to find out the feelings
and attitudes of staff and students (grades 6 through 8) regarding incorporating more of a
collaborative environment that encourages students to work together to prepare for middle
school. This investigation, based on the data analysis, indicated that current middle school
students believed the transition programs either did not help them or there were no programs in
place. However, students expressed the need for and interest in peer support groups and
programs available in 5th grade to help prepare them to adjust to new settings more effectively
and successfully.
Subject
Autism Spectrum Disorder (ASD)
peer mentor groups
transitioning
inclusion