An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders

Alison L. Zagona, Ann M Mastergeorge

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers’ actions. The effectiveness of PMII relative to positive developmental outcomes is discussed.

Original languageEnglish (US)
Pages (from-to)131-141
Number of pages11
JournalFocus on Autism and Other Developmental Disabilities
Volume33
Issue number3
DOIs
StatePublished - Sep 1 2018
Externally publishedYes

Fingerprint

Peer Review
Communication
Evidence-Based Practice
Research
Maintenance
Autism Spectrum Disorder
Therapeutics
Professional Practice Gaps
Social Skills

Keywords

  • inclusion
  • peer-mediated instruction and intervention
  • preschool
  • systematic review

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

Cite this

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