An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders. (September 2018)

• Record Type: Journal Article
• Authors: Zagona, Alison L.; Mastergeorge, Ann M.
• Is Part Of: Focus on autism and other developmental disabilities. Volume 33:Number 3(2018:Sep.)
• Page Start: 131
• Page End: 141
• Publication Date: 2018-09
• Subjects: peer-mediated instruction and intervention -- preschool -- systematic review -- inclusion; Autism in children -- Periodicals; Autistic children -- Education -- Periodicals; Autism -- Periodicals; Developmental disabilities -- Periodicals; 616.8982
• DOI: 10.1177/1088357616671295
• Languages: English
• ISSNs: 1088-3576

Abstract

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study N s, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers' actions. The effectiveness of PMII relative to positive developmental outcomes is discussed.