In a peer-to-peer support arrangement, what should the main role of a peer be for a student with ASD?

The primary role of a peer in a peer-to-peer support arrangement for a student with Autism Spectrum Disorder (ASD) should focus on befriending the student and modeling age-appropriate coping strategies. This approach helps create a supportive social environment that encourages positive interactions and promotes the development of essential social skills.

By fostering friendship, the peer can help the student feel more comfortable and engaged, thereby reducing feelings of isolation often experienced by individuals with ASD. Modeling coping strategies enables the peer to demonstrate effective ways to manage anxiety, frustration, and other challenges, showing the student practical ways to navigate social situations. This peer support not only enhances the student's emotional well-being but also contributes to their overall social competence by providing real-life examples of how to handle various situations appropriately.

The other options, while possibly beneficial in certain contexts, do not align as closely with the primary intention of peer support, which is to cultivate genuine friendship and social modeling. For instance, simply notifying teachers of agitation may not actively support the student’s social or emotional needs, and accompanying the student to classes or providing tutoring may create a dependency rather than promoting independent self-help strategies. Exiting class early with a peer might not always address the key social skills development that is critical for students with ASD