A Proposal for Peer-Based Mentorship using Typical Developing Students as Mentors for Neurodivergent Students to Improve Social-Management and Self-Efficacy

Thumbnail Image
Tobin, Kari
Journal Title
Journal ISSN
Volume Title
Neurodivergent or students with autism spectrum disorder (ASD) struggle in multiple ways in a general education classroom. Peer mentorship may afford a reliable educational tutor to help them learn social cues and appropriate responses for academic and social situations. This is an issue-focused design-based study specific to the learning context of the researcher. The study focused on improving self-efficacy and social management for neurodivergent students by using dependable peer mentorship. The guided inquiry method is proposed to give students the knowledge to help them to ask questions and find solutions. In this design, it is proposed to work with the Relationship Development Intervention (RDI) team to design criteria for mentor training. Through an analysis of the dilemma and a review of the literature, the researcher proposes that the students be paired with a dedicated older student as a mentor. This mentor will give peer support, friendship, academic tutor support with teacher guidance, and behavior modeling. The program's desired outcomes are to minimize negative external and internalizing behaviors on subsequent screening and to positive observations from students, paraeducators, and teachers working with the ASD student.
neurodivergent, neurodivergent students, autism spectrum disorder
Attribution-NonCommercial-NoDerivs 3.0 United States, openAccess