Professional Support Needs and Readiness for Implementing Peer-Mediated Instruction and Intervention in Social Skills Education for Students with Autism Spectrum Disorder: A Survey of Primary School Teachers in Central Vietnam

Abstract

Peer-Mediated Instruction and Intervention (PMII) is an evidence-based practice for improving the social skills of students with autism spectrum disorder (ASD). Despite its documented effectiveness, successful implementation of PMII in schools depends largely on teachers' readiness and the availability of professional support. In Vietnam, empirical evidence regarding teachers' professional support needs and readiness to implement PMII remains scarce. This study examined primary school teachers' professional support needs, their readiness to implement PMII, and the extent to which professional support needs predict implementation readiness. A cross-sectional quantitative survey was conducted with 105 primary school teachers from three provinces and cities in Central Vietnam. Data were collected using a self-administered questionnaire and analyzed through descriptive statistics, Pearson correlation, independent-samples t-tests, one-way ANOVA, and multiple linear regression. The findings indicated that teachers reported very high levels of need for professional development (M = 4.28, SD = 0.53), implementation guidelines (M = 4.26, SD = 0.54), and readiness to implement PMII (M = 4.27, SD = 0.52). Age, teaching experience, and certification in special or inclusive education were not significantly associated with implementation readiness when examined independently. In contrast, professional support needs were strong predictors of readiness, with the need for professional development explaining 79.4% of the variance in teachers' readiness to implement PMII. These findings suggest that teachers' readiness to implement PMII is more strongly associated with professional support than with individual characteristics. The study provides empirical evidence to inform the development of professional learning programs and implementation guidelines that support the adoption of evidence-based practices in inclusive primary education in Vietnam.