Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature

Abstract

Social interactions with peers are an important aspect of childhood development that is closely linked to emotional well-being and success in school. We conducted a comprehensive review of recent intervention studies evaluating strategies to improve the peer interaction outcomes of students with intellectual disabilities and/or autism. The purpose of this review was to characterize the current knowledge base, to analyze key dimensions of recent studies, and to identify important areas for future research and synthesis. The 85 reviewed studies addressed 20 educational practices, which we categorized as (a) student-focused, (b) peer-focused, and/or (c) support-focused. Although the overall quality of these studies was high, considerable variation exists in the degree to which specific practices have been adequately evaluated with students across disability categories and grade levels. Additional research is needed to strengthen the depth of evidence for these practices across school levels, school settings, and disability categories.

Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements

“…Emerging research shows when given adequate training and support, paraprofessionals can facilitate peer support arrangements that promote opportunities for interaction with peers and independence from adults Carter, Sisco, Chung, & Stanton-Chapman, 2010).…”

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

“…Fourth, the participants described utilizing social strategies that were evidence-based and considered "best practices" for students with significant intellectual and developmental disability (Browder, Wood, Thompson, & Ribuffo, 2014). Among the most frequently mentioned were social skills instruction (Bellini, Peters, Benner, & Hopf, 2007), inclusive education (Fisher & Meyer, 2002), augmentative alternative communication (Calculator & Black, 2009), and peer supports (Carter, Sisco, Chung, & Stanton-Chapman, 2010). This was an encouraging finding, but it also raises the question of why social outcomes remained poor despite use of evidencebased practices.…”

Toy-Based Technologies for Children with Disabilities Simultaneously Supporting Self-Directed Mobility, Participation, and Function: A Tech Report

“…The car is activated by pressing the center activation switch. Webster and Carter, 2007;Wuang et al, 2008;Carter et al, 2010). For example, young children who experience Down syndrome often will ultimately sit, stand, and walk up to a year or later than peers without disabilities (Tudella et al, 2011).…”