Affiliation:
1. Vanderbilt University, Nashville, TN, USA
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.
Funder
Office of Special Education Programs, Office of Special Education and Rehabilitative Services
Subject
Psychiatry and Mental health,Cognitive Neuroscience,Neurology (clinical),Neurology,Pediatrics, Perinatology and Child Health
Reference39 articles.
1. Agran M., Jackson L., Kurth J. A., Ryndak D., Burnette K., Jameson M., Zagona A., Fitzpatrick H., Wehmeyer M. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons With Severe Disabilities, 45(1), 4–13. https://doi.org/10.1177/1540796919878134
2. Asmus J. M., Carter E. W., Moss C. K., Biggs E. E., Daniel M., Born T. L., Bottema-Beutel K., Brock M. E., Cattey G. N., Cooney M., Fesperman E. S., Hochman J. M., Huber H. B., Lequia J. L., Lyons G. L., Vincent L. B., Weir K. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 122(2), 118–137. https://doi.org/10.1352/1944-7558-122.2.118
3. Asmus J. M., Carter E. W., Moss C. K., Born T. L., Vincent L. B., Lloyd B. P., Chung Y. (2016). Social outcomes and acceptability of two peer-mediated interventions for high school students with severe disabilities: A pilot survey. Inclusion, 4(4), 195–214. https://doi.org/10.1352/2326-6988-4.4.195
4. Bensted E. A. (2000). The academic effects of low achieving or inattentive students providing peer support to students with moderate to severe disabilities in general education classrooms (Publication No. MQ52783) [Master’s thesis], University of Victoria.
Cited by
7 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献