Department of Educational Psychology, Texas A&M University, College Station, TX, USA.
Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio San Antonio, TX, USA.
Dev Neurorehabil. 2023 Feb;26(2):134-154. doi: 10.1080/17518423.2023.2169878. Epub 2023 Mar 9.
Peer-mediated interventions (PMIs) have been firmly established as evidence-based approaches for facilitating peer relationships among students with and without disabilities. We conducted a review of reviews evaluating PMI studies to support social skills and positive behavioral outcomes for children, adolescents, and young adults with intellectual and developmental disabilities (IDD). A total of 4,254 individuals with IDD were participants across 43 reviews of the literature, reflecting 357 unique studies. This review includes coding related to participant demographic information, intervention characteristics, implementation fidelity, social validity, and social outcomes addressed by PMIs across reviews. Our findings suggest that PMIs yield positive social and behavioral outcomes for individuals with IDD, mostly in the areas of peer engagement and initiating social interactions. Specific skills, motor behaviors, and challenging as well as prosocial behaviors were less likely to be examined across studies. Implications for research and practice to support the implementation of PMIs will be discussed.
同伴介导干预 (PMIs) 已被确立为促进残疾学生和非残疾学生同伴关系的循证方法。我们对评估 PMI 研究的综述进行了审查，以支持智障和发育障碍 (IDD) 儿童、青少年和年轻人的社交技能和积极行为结果。共有 4254 名 IDD 参与者参与了 43 项文献综述，反映了 357 项独特的研究。本综述包括与参与者人口统计学信息、干预特征、实施保真度、社会有效性以及 PMIs 解决的社交结果相关的编码。我们的研究结果表明，PMIs 为 IDD 个体带来了积极的社交和行为结果，主要在同伴参与和发起社交互动方面。在研究中，很少有特定技能、运动行为以及挑战性和亲社会行为得到检验。将讨论支持 PMIs 实施的研究和实践的意义。
