A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities

Travers, Hilary E.; Carter, Erik W.

doi:10.1177/0741932521989414

Cited by 25 publications

(18 citation statements)

References 46 publications

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“…When PMIs have more of a social focus for students with IDD, the interests, social skills, personal qualities of peers, and student-peer match may be more salient. And when PMIs are intended to also benefit peers (Travers & Carter, 2021), their prior attitudes or experiences may be important to consider. For example, Cushing and Kennedy (1997) selected low-performing peers, anticipating they would benefit academically from supporting their classmates with severe disabilities within peer support arrangements.…”

Section: Peer Recruitment and Selectionmentioning

confidence: 99%

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A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review

Travers

Carter

2022

Focus Autism Other Dev Disabl

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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.

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Section: Peer Recruitment and Selectionmentioning

confidence: 99%

“…Fourth, the wide availability of peers makes them a natural and ubiquitous source of support. Finally, peers can themselves benefit personally from their involvement in peer-mediated interventions (Travers & Carter, 2021).…”

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confidence: 99%

A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review

Travers

Carter

2022

Focus Autism Other Dev Disabl

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“…A review on augmentative and alternative communication intervention research showed that interventions for students with SEND that incorporated peers (including PMI) had a positive effect on communication (Fisher and Shogren, 2012 ). Travers and Carter ( 2021 ) reviewed the effects of PMI on students without disabilities (i.e., peer supporters) and found benefits in various areas, including social impact (interaction, friendships with others), increased knowledge about disabilities and changes in self-perception. Cordier et al ( 2018 ) searched for research on peer proximity/involvement/mediation for children with ADHD but did not find studies on peer-mediated intervention.…”

Section: Introductionmentioning

confidence: 99%

Emotional Peer Support Interventions for Students With SEND: A Systematic Review

2021

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Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents' participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students' active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support.

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“…The most frequently examined PMIs in secondary and postsecondary schools include peer support arrangements, peer networks, peer partner programs, and peer mentoring (see literature reviews by Carter, 2018; Carter & McCabe, 2021; Travers & Carter, 2021). These interventions vary in numerous ways, including the criteria used to select peers and students, the roles peers assume, the extent or type of training peers receive, the locations in which students spend time together, the duration of their involvement, and the nature of educator support.…”

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confidence: 99%

“…Three recent literature reviews have focused on the ways in which PMIs can impact peers in secondary and postsecondary settings (Carter & McCabe, 2021; Schaefer et al, 2016; Travers & Carter, 2021). Each synthesis of studies indicates that peers can benefit in varied and vital ways.…”

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confidence: 99%

How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs

Travers

Carter

2022

Research and Practice for Persons with Severe Disabilities

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Peer-mediated interventions (PMIs) are evidence-based practices that improve outcomes for students with intellectual and developmental disabilities (IDD). Determining whether peers also benefit substantively from their involvement in these widely used practices is key to establishing the reciprocity of PMIs. This study examined the breadth and depth of ways that peers perceive they are impacted by their experiences in PMIs and the factors that shape this impact. More than 250 secondary and postsecondary peers completed the Peer-Mediated Impact Survey for Peers ( PMIS:P). Peers reported being impacted in multiple positive ways clustered within seven thematic areas: rewarding impact, advocacy impact, changes in views, future impact, social impact, skill and intrapersonal development, and self-worth impact. Several factors were associated with variations in peer impact, including having supported at least one student with autism, supported at least one student who was nonverbal, prior familiarity with a student, received ongoing support from an educator or other school staff, and more time spent together. We provide recommendations for research and practice aimed at addressing the myriad benefits of involving peers in PMIs.

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A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities

Cited by 25 publications

References 46 publications

A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review

A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review

Emotional Peer Support Interventions for Students With SEND: A Systematic Review

How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs

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