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ERIC Number: EJ926881
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 129
ISBN: N/A
ISSN: ISSN-1540-7969
Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature
Carter, Erik W.; Sisco, Lynn G.; Chung, Yun-Ching; Stanton-Chapman, Tina L.
Research and Practice for Persons with Severe Disabilities (RPSD), v35 n3-4 p63-79 Fall-Win 2010
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. (Contains 3 tables.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A