A Portrait of Peers within Peer-Mediated Interventions: A Literature Review
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| Title: | A Portrait of Peers within Peer-Mediated Interventions: A Literature Review |
|---|---|
| Language: | English |
| Authors: | Travers, Hilary E., Carter, Erik W. |
| Source: | Focus on Autism and Other Developmental Disabilities. Jun 2022 37(2):71-82. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325D140077 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Students with Disabilities, Peer Influence, Intervention, Middle School Students, High School Students, Intellectual Disability, Developmental Disabilities, Peer Teaching, Autism, Pervasive Developmental Disorders, Training |
| DOI: | 10.1177/10883576211073698 |
| ISSN: | 1088-3576 1538-4829 |
| Abstract: | Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1339978 |
| Database: | ERIC |
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| Abstract: | Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions. |
|---|---|
| ISSN: | 1088-3576 1538-4829 |
| DOI: | 10.1177/10883576211073698 |
