A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

被引：179

作者：

Watkins, Laci ^{[1
]}

O'Reilly, Mark ^{[1
]}

Kuhn, Michelle ^{[1
]}

Gevarter, Cindy ^{[1
]}

Lancioni, Giulio E. ^{[2
]}

Sigafoos, Jeff ^{[3
]}

Lang, Russell ^{[4
]}

机构：

[1] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA

[2] Univ Bari, Dept Neurosci & Sense Organs, Bari, Italy

[3] Victoria Univ Wellington, Sch Educ Psychol, Wellington, New Zealand

[4] Texas State Univ, Clin Autism Res Evaluat & Support, San Marcos, TX USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2015年 / 45卷 / 04期

关键词：

Autism; Peer-mediated intervention; Peer interaction; Social skills; Inclusive education; Literature review; HIGH-SCHOOL-STUDENTS; SPECTRUM DISORDERS; SKILLS INTERVENTIONS; CHILDREN; COMMUNICATION; DISABILITIES; ADOLESCENTS; INTERESTS; BEHAVIORS; EDUCATION;

D O I：

10.1007/s10803-014-2264-x

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.

引用

页码：1070 / 1083

页数：14

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