A Systematic Review of Peer-Mediated Interventions for Preschool Children with Autism Spectrum Disorder in Inclusive Settings

被引：29

作者：

Gunning, Ciara ^{[1
]}

Breathnach, Orfhlaith ^{[1
]}

Holloway, Jennifer ^{[1
]}

McTiernan, Aoife ^{[2
]}

Malone, Bevin ^{[1
]}

机构：

[1] NUIG, Sch Psychol, Galway, Ireland

[2] Univ South Wales, Cardiff, S Glam, Wales

来源：

REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2019年 / 6卷 / 01期

关键词：

Autism spectrum disorder; Peer-mediated interventions; Preschool; Skills teaching; Inclusion; SOCIAL-SKILLS INTERVENTIONS; YOUNG-CHILDREN; METAANALYSIS; INCREASE; BEHAVIOR; PLAY; COMMUNICATION; STRATEGIES; STUDENTS; ADULTS;

D O I：

10.1007/s40489-018-0153-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Peer-mediated interventions (PMI) are implemented for skills teaching for children with autism spectrum disorder (ASD), particularly within the context of early learning environments. PMI have several potential advantages in comparison to adult-led intervention; however, there is a lack of research evaluating the use of PMI with younger populations. This review aims to synthesize the literature regarding the use of PMI in skills teaching for children with ASD in preschool settings. A systematic search of the literature spanning 1980-2018 was conducted, and 31 articles were identified for inclusion. Results are discussed in relation to participant and peer characteristics, PMI procedures, target skills, intervention outcomes, and research strength. The effectiveness of PMI is discussed along with directions for future research.

引用

页码：40 / 62

页数：23

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