This study used a concurrent multiple baseline design to examine the effects of a peer-mediated pivotal response treatment on social interaction skills of a child with autism in inclusive educational settings. Two typically developing peers were trained to implement the intervention with researchers' prompts in non-instructional settings, such as lunch and recess. In addition, Low Effort (LE) sessions, consisting of low invasive prompting provided by researchers to the peers, were conducted in instructional settings to promote generalization (i.e., art, physical education; PE). Results indicated an immediate increase in social interactions following the peer-mediated pivotal response treatment and maintenance of these interactions during lunch and recess. Some generalization of the interactions also occurred during low effort sessions.