A Meta-Analysis of Peer-Mediated Social Interaction Interventions for Children with Autism Spectrum Disorders in Inclusive Settings
This study investigated the efticacy of peer-mediated intervention for promoting social interaction of children with autism spectrum disorders in inclusive settings. Twenty-three single-subject design studies conducted in other countries were meta-analyzed and the Tau effective size was calculated for intervention， maintenance，andgeneralization. Effective size discrepancy among characteristics of children with autism spectrum disorders， peers and intervention procedure were also analyzed. Results suggest that peer-mediated intervention are effective methods to promote social interaction for children with autism spectrum disorders with higher maintenance and generalization effective size overall. Peer mediated intervention s more effective in enhancing social interaction of girls， in promoting social engagement and social response comparing with social initiation，and when more peers are included in intervention. Based on the findings，implications for future research and intervention are discussed.
|關鍵詞||同伴介人干预、自闭症谱系障碍儿童、融合教育、社会交往、peer-mediated intervention、children with autism spectrum disorder、inclusive education、social interaction|