A Systematic Review of How Peer-Mediated Interventions Impact Students without Disabilities

Autor/inn/en	Travers, Hilary E.; Carter, Erik W.
Titel	A Systematic Review of How Peer-Mediated Interventions Impact Students without Disabilities
Quelle	In: Remedial and Special Education, 43 (2022) 1, S.40-57 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Travers, Hilary E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932521989414
Schlagwörter	Students with Disabilities; Special Education; Intellectual Disability; Developmental Disabilities; Program Effectiveness; Peer Teaching; Middle School Students; High School Students; Social Influences; Student Attitudes; Friendship; Peer Relationship; Knowledge Level; Self Concept; Attitude Change; Attitudes toward Disabilities + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Intellect; Verstand; Entwicklungsstörung; Peer group teaching; Peer Group Teaching; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Sozialer Einfluss; Schülerverhalten; Freundschaft; Peer-Beziehungen; Wissensbasis; Selbstkonzept; Attitudinal change; Einstellungsänderung
Abstract	Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers without disabilities. This systematic review identified all experimental (e.g., single case, group experimental) and descriptive (e.g., qualitative, survey) studies addressing PMIs implemented at the secondary level with students with IDD. Among the 98 PMI studies that we identified in this review, 66 (67.3%) studies included some qualitative or quantitative measure of peer impact. Across these studies, the impact on peers was addressed in 10 different areas. This review provides new insights into the ways peer impact has been evaluated and how peers have been impacted by their PMI experience. Recommendations for research and practice aimed at addressing the benefits of involving peers without disabilities in these interventions are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01