이 연구는 학급의 또래 친구들과의 상호작용에 어려움을 지니고 있는 3명의 자폐 아동을 대상으로 또래-주도의 중심축 반응 훈련이 대상아동들의 사회성 향상에 미치는 효과에 대해서 알아보았다. 대상자간 중다 간헐 기초선 설계를 사용하여 기초선, 중재, 유지의 세 단계로 실험을 실시하였으며, 중재 단계에서 또래들은 또래 훈련과 피드백 제공을 통해 중심축 반응 훈련 내용을 이해하고 대상 아동에게 그 단계를 적용하면서 놀이 활동을 함께 하였다. 중재 이후 세 명의 대상 아동 모두 또래가 실시한 중심축 반응 훈련을 통해 사회적 시작행동과 사회적 반응 행동이 증가, 유지되었다.The purpose of this study was to examine the effectiveness of a peer-mediated intervention strategy incorporating Pivotal Response Training(PRT) on social interaction of elementary school children with autism. Intervention was conducted with multiple probe baseline design across subjects. Three elementary school age children and their typically developing peers participated in this study. During the intervention period, educator provided peer social interaction training(using PRT) and were assigned to the children with autism free play time in special education classroom and feedback. The intervention was successfully implemented by the typically developing peers and was effective in increasing peer social interaction of elementary school age autism children. PRT techniques might be implemented by typically developing peers to facilitate peer interactions of elementary school children with autism. The results of this study support using peer-mediated Pivotal Response Training(PRT) strategy is effective for children with autism who had problem on social interaction And it was discussed in relation to the existing literature and the need for future study