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

被引：0
|
作者：
Laci Watkins
Mark O’Reilly
Michelle Kuhn
Cindy Gevarter
Giulio E. Lancioni
Jeff Sigafoos
Russell Lang
机构：
[1] The University of Texas at Austin,Department of Special Education, 1912 Speedway, D5300
[2] University of Bari,Department of Neuroscience and Sense Organs
[3] Victoria University of Wellington,School of Educational Psychology
[4] Texas State University,Clinic for Autism Research, Evaluation, and Support
来源：
Journal of Autism and Developmental Disorders | 2015年 / 45卷
关键词：
Autism; Peer-mediated intervention; Peer interaction; Social skills; Inclusive education; Literature review;
D O I：
暂无
中图分类号：
学科分类号：
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.
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页码：1070 / 1083
页数：13
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