Review of the Evidence Base for Peer Network Interventions for Students With Intellectual and Developmental Disabilities

Biggs, Elizabeth E.; Robison, Sarah E.

doi:10.1177/07419325221075013

Cited by 5 publications

(2 citation statements)

References 45 publications

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“…While not yet in wide use, there have been at least a few systematic reviews that have used it to examine SCDs for interventions relevant to autism research (e.g. Biggs & Robison, 2022; Davis et al, 2019). This tool is meant to be an analog to the Cochrane guidelines, but with the domains of bias adjusted to be relevant to SCD procedures.…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of intervention research for transition-age autistic youth

Bottema‐Beutel

LaPoint

Kim

et al. 2022

Autism

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In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group. Lay abstract In this study, we assess the quality of intervention research that focuses on autistic youth who are 14–22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants’ behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked.

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Section: Introductionmentioning

confidence: 99%

“…Recently, autism researchers have begun to pay closer attention to the scope of change indexed by a given intervention outcome (Biggs & Robison, 2022; Carruthers et al, 2020; Sandbank et al, 2020; Yoder et al, 2013), which reflects guidance for evaluating intervention outcomes more generally (e.g. What Works Clearinghouse, n.d.).…”

Section: Introductionmentioning

confidence: 99%

An evaluation of intervention research for transition-age autistic youth

Bottema‐Beutel

LaPoint

Kim

et al. 2022

Autism

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The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities

Van Ryzin,

Murray,

Roseth

2024

The Journal of Educational Research

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Challenges in the Design of Legal Ethics Learning Systems: An Educational Perspective

Robertson¹

2005

Legal Ethics

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Challenges in the Design of Legal Ethics Learning Systems: An Educational Perspective MICHAEL ROBERTSON "[T]he current state of professional ethics instruction leaves much to be desired. In most law schools, it is relegated to a single required course that ranks low on the academic pecking order. Many of these courses, which focus primarily (and uncritically) on bar disciplinary rules, constitute the functional equivalent of 'legal ethics without the ethics', and leave future practitioners without the foundations for reflective judgment. Although ethical issues arise in every subject, that would not be apparent from the core curriculum. .. " * Associate Professor, Griffith Law School, Queensland, Australia. The author thanks Richard Johnstone and two anonymous rcfcrccs for thcir commcnts on an carlicr draft. 1 D. Rhode, "If Integrity is the Answer, What is the Question?" (2003) 72 Fordham Law Review 333, 340, corn mcnting on American law school cducation. 2 Ethics teaching in law school is challenging for man) other reasons that ma) hav e little to do with the matters raiscd in this article; scc, for cxamplc,

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Review of the Evidence Base for Peer Network Interventions for Students With Intellectual and Developmental Disabilities

Cited by 5 publications

References 45 publications

An evaluation of intervention research for transition-age autistic youth

An evaluation of intervention research for transition-age autistic youth

The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities

Challenges in the Design of Legal Ethics Learning Systems: An Educational Perspective

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