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In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed.

Inclusion of students with autism has been a challenge for educators who indicate gaps in professional training, especially regarding interventions in the school context. The international literature shows evidence of the effectiveness of a type of intervention not found in the national literature, called peer-mediated intervention (PMI). This study aims to review the PMI in the education of students with autism and its implications for research and pedagogical practice. The theoretical principles of child development behind this intervention are examined to describe the evolution of different procedures and methodologies historically used. Research shows effectiveness of this intervention for improving social skills of special education students and, more recently, for academic learning of children with autism. The broad use from naturalistic to controlled environments, the low cost, and complexity favor its use as a pedagogical practice by kindergarten teachers in inclusive settings. However, the need of future studies addressing this topic in the Brazilian educational context is identified. [This is an unofficial English translation provided by the authors and has not been peer-reviewed.]