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ERIC Number: EJ1421440
Record Type: Journal
Publication Date: 2016-Sep
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2195-7177
EISSN: EISSN-2195-7185
Available Date: N/A
Data-Driven Individualization in Peer-Mediated Interventions for Students with ASD: A Literature Review
Heartley B. Huber; Erik W. Carter
Review Journal of Autism and Developmental Disorders, v3 n3 p239-253 2016
Although peer-mediated interventions have emerged as an evidence-based practice for students with autism spectrum disorder (ASD), little attention has focused on approaches for tailoring these interventions to meet individual students' unique needs. In this systematic literature review of 29 studies, we identified assessment procedures used to inform peer-mediated social interventions for students with ASD. Few studies included well-described assessment methods. While direct observations often were used to tailor social outcomes, weaker methods were used to individualize intervention components. Furthermore, the focus of most assessment procedures was narrow, addressing only one feature of the intervention or outcome. Results of this review highlight the need to improve assessment reporting, use more rigorous assessment methods, and further evaluate the effectiveness of assessments to individualize peer-mediated interventions.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A