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

Ciara Gunning; Órfhlaith Breathnach; Jennifer Holloway; Aoife McTiernan; Bevin Malone

doi:10.1007/s40489-018-0153-5

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

Ciara Gunning, Órfhlaith Breathnach, Jennifer Holloway, Aoife McTiernan, Bevin Malone

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	40-62
Number of pages	23
Journal	Review Journal of Autism and Developmental Disorders
Volume	6
Issue number	1
Early online date	19 Nov 2018
DOIs	https://doi.org/10.1007/s40489-018-0153-5
Publication status	E-pub ahead of print - 19 Nov 2018

Keywords

Autism Spectrum Disorder
Peer-mediated interventions
Preschool
Skills teaching
Inclusion

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10.1007/s40489-018-0153-5

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AU - McTiernan, Aoife

AU - Malone, Bevin

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

Abstract

Keywords

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