| Title |
A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, October 2014
|
| DOI | 10.1007/s10803-014-2264-x |
| Pubmed ID | |
| Authors |
Laci Watkins, Mark O’Reilly, Michelle Kuhn, Cindy Gevarter, Giulio E. Lancioni, Jeff Sigafoos, Russell Lang |
| Abstract |
This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 361 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 2 | <1% |
| Portugal | 1 | <1% |
| Unknown | 358 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 69 | 19% |
| Student > Ph. D. Student | 49 | 14% |
| Student > Doctoral Student | 33 | 9% |
| Student > Bachelor | 33 | 9% |
| Researcher | 23 | 6% |
| Other | 56 | 16% |
| Unknown | 98 | 27% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 109 | 30% |
| Social Sciences | 68 | 19% |
| Nursing and Health Professions | 16 | 4% |
| Arts and Humanities | 15 | 4% |
| Medicine and Dentistry | 8 | 2% |
| Other | 38 | 11% |
| Unknown | 107 | 30% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 October 2018.
All research outputs
#14,723,294
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,616
of 5,240 outputs
Outputs of similar age
#130,999
of 256,898 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#63
of 85 outputs
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