ERIC Number: EJ1218760
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
Peer Interventions for Students with Autism Spectrum Disorder in School Settings: Introduction to the Special Issue
Hume, Kara; Campbell, Jonathan M.
School Psychology Review, v48 n2 p115-122 2019
Federal legislation protects the rights of students with autism spectrum disorder (ASD) to be educated alongside typically developing peers in inclusive settings. The majority of students with ASD are educated with typically developing peers for at least 40% of the instructional school day; however, students with ASD can experience peer difficulties within these settings. The purpose of this special issue is to highlight the role of peer interventions in improving various aspects of functioning for students with ASD. In this article, we introduce and review the evidence base supporting the value of peer interventions for students with ASD. We situate peer interventions within a general multitiered system of support and align interventions in the special issue with each tier. We conclude our introduction by highlighting findings from investigations contributing to the special issue. Across this special issue, the authors identify barriers to implementation of peer interventions within school settings and their potential solutions.
Descriptors: Autism, Pervasive Developmental Disorders, Peer Influence, Inclusion, Barriers, Skill Development, Modeling (Psychology), Interaction, Peer Relationship, Friendship, Student Role
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A