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

Review Journal of Autism and Developmental Disorders

Gunning, C., Breathnach, Ó., et al. (2019).

Review Journal of Autism and Developmental Disorders, 6, 40-62.

<div>This systematic review investigates the effects of peer-mediated interventions (PMI) on skills (e.g., play skills, conversation, sharing) in preschool children, 6 years or younger, on the autism spectrum.</div>

Not stated

1980 to 2018

<div>Experimental research designs, including group or single subject research designs using an experimental control</div>

31

<div>Peer-mediated interventions (PMI) showed increased target skills (e.g., play skills, sharing, conversation, imitation, social interactions; 23 studies) or mixed results (9 studies) for preschool children on the autism spectrum. Outcomes varied for different levels of functioning as follows:</div> <div> <ul> <li>High-function: mixed results (1 study);</li> <li>Moderate-function: positive results (4/4 studies);</li> <li>Lower-function: positive results (5/7 studies); and</li> <li>Mix of severe- to moderate-function levels: positive results (6/10 studies).</li> </ul> <div>Peers who participated also demonstrated predominantly positive results (i.e., improved social, communication, and/or play skills; 16/19 studies). The authors found PMI to be a socially valid intervention that could be implemented in inclusive settings. Additional research is needed to investigate the magnitude of effects, the impact of co-occurring diagnoses, other potential applications of PMI, the effects of combining PMI with other interventions, the generalization of skills across settings, and monitoring training, support, and outcomes of peers.</div> </div>