Conversely, it is time-consuming to implement and presents challenges in making sure that the peers follow proper techniques.
However, studies have suggested it may be an effective technique for a wide range of students, including those with autism spectrum disorders.
Once the PMI relationship begins, the teacher provides on-going feedback, watching the peer at all times while the intervention is being used.
Research has been done with many different types of learners, including students with learning disabilities, behavior disorders and attention deficit hyperactivity disorder, which show that PMI may be effective for a wide range of students (Fuchs & Fuchs, 2005; Flood, Wilder, Flood & Masuda, 2002).
In 2009, Research in Autism Spectrum Disorders published a paper by Chan et al. that concluded that PMI is a potentially effective intervention approach for students with Autism disorders.