2019
DOI: 10.1111/cch.12726
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Online peer mentorship programmes for children and adolescents with neurodevelopmental disabilities: A systematic review

Abstract: Background: Children and adolescents with neurodevelopmental disabilities may be less well integrated into their community than their peers. Online groups can be particularly accessible for individuals with neurodevelopmental disabilities, as individuals may be able to connect with a larger network than they would in their local community. This systematic review aimed at estimating the effectiveness of online peer mentorship programmes on children and adolescent's participation in life situations.Methods: A sy… Show more

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Cited by 16 publications
(7 citation statements)
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“…There is a need to identify and address social skills, positive emotions and positive affect, and emotional regulation for individuals who have ASD as early as possible [ 3 ]. Structured online peer mentorship programs help to improve social engagement and participation in life situations of youth with neurodevelopmental disabilities [ 20 ].…”
Section: Discussionmentioning
confidence: 99%
“…There is a need to identify and address social skills, positive emotions and positive affect, and emotional regulation for individuals who have ASD as early as possible [ 3 ]. Structured online peer mentorship programs help to improve social engagement and participation in life situations of youth with neurodevelopmental disabilities [ 20 ].…”
Section: Discussionmentioning
confidence: 99%
“…According to a recent review [44], autistic people's perspectives are essential to success in planning interventions for individuals, but this ethos must be extended to wider service planning and its implementation, most notably as trainers of staff who may be working in different tiers of service and devising their job specification. This may lead to advocates acting as peer mentors [45] or obtaining paid employment within newly created services. In a sense, there is no shortage of trainers when there are people with autism and their families available to take on this role.…”
Section: Co-production With Autistic Advocatesmentioning
confidence: 99%
“…However, identification of the resources/opportunities available postulate that the teaching component can be wholly delivered through synchronous and asynchronous learning (Ni, 2013;Taddei, 2020), via pre-recorded videos, online classes or any other means that the situation permits. Similarly, the psychological intervention component needs adaptation, with individual and group counselling sessions being delivered through video-conferencing technology and life skills via recorded sessions of facilitated strategies and activities that build psychosocial resources (Saxena et al, 2019;Zeren et al, 2020). Finally, it is important to note that the SL component remains unchanged, as students and trainee professionals will similarly glean valuable learning outcomes from the adaptation of service delivery and digital upskilling (Ali et al, 2020), which are necessary skills needed to be an effective field practitioner.…”
Section: The Snehagram Model During and After Covid-19mentioning
confidence: 99%