Interpersonal Relationships, Social Skills and Peer Mediation at School in Children with Asd

School breaktime is a prime scenario in socioemotional, cognitive and motor development and it is probably one of the few moments during the school day when students have more opportunities to interact and enjoy time with their peers in a natural context. Students with autism spectrum disorder (ASD) often experience difficulties in interaction and social communication, and, therefore, without adequate support systems, they may be excluded from these potential benefits. This work is a bibliographic review of research on the possibilities and effectiveness of intervention models mediated by peers and aimed at improving the social skills and interpersonal relationships of primary school students with ASD.