A systematic review of peer-mediated interventions for children with autism spectrum disorder

Abstract

Background Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed.

What Does the Intention to be a Volunteer for a Student with Autism Predict? The Role of Cognitive Brain Types and Emotion and Behavior Characteristics

“…This issue induces us to ask how students with emotional and behavioral problems, although they engage in prosocial behavior more frequently, may constitute an efficient social model to improve social and communicative skills in classmates with ASD. Likewise, when teachers have to select peer buddies, they prefer students who have a regular attendance, appropriate social skills, and are high in social status to get involved in PMI (Chang & Locke, 2016). Perhaps, it would be interesting to understand the reasons underpinning the intention to volunteer to become a peer buddy, thus not limiting the attention to a single question about willingness (Yes/No).…”

Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions

“…The study of Kamps et al (2002) fulfilled all criteria, but was excluded because the results were also reported in Kamps et al (1992) and Kamps, Barbetta, Leonard, and Delquadri (1994). A final total of 35 articles were selected for the review, 14 of which were found in the reviews of Camargo et al (2014), Chang and Locke (2016), Harrower and Dunlap (2001), and Watkins et al (2015).…”

Intervenção mediada por pares: Conceito e implicações para a pesquisa e para as práticas pedagógicas de professores de alunos com autismo

“…Outra revisão recente investigou a IMP para crianças e adolescentes com autismo (Chang & Locke, 2016). Esta revisão sistemática também selecionou estudos através da busca nas bases de dados PsycINFO, Educational Resources Information Center (Eric) e Pub Med, abrangendo os campos da educação, psicologia e medicina.…”

“…Esta intervenção tem sido ampla e continuamente utilizada no contexto da Educação Especial, mostrando resultados promissores, especialmente para o desenvolvimento de habilidades sociais de alunos com autismo (Chang & Locke, 2016;Girolametto, Weitzaman & Earle, 2013;Kamps et al, 2014;Mason et al, 2014;Watkins et al, 2015). Isso porque o comprometimento social é um déficit central para estas crianças, o que restringe a interação com pares em ambientes de aprendizagem e constitui-se uma das principais barreiras à aprendizagem e participação.…”