Peer-Mediated Interventions to Improve Social Interaction in Early Childhood Inclusive Practices
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, vol.22, no.3, pp.749-769, 2021 (ESCI, TRDizin)
- Publication Type: Article / Review
- Volume: 22 Issue: 3
- Publication Date: 2021
- Doi Number: 10.21565/ozelegitimdergisi.636260
- Journal Name: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
- Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
- Page Numbers: pp.749-769
- Keywords: Inclusion, social interaction, peer-mediated instruction, interventions, children with autism spectrum disorder, typically-developing peers, AUTISM SPECTRUM DISORDER, PIVOTAL RESPONSE TREATMENT, YOUNG-CHILDREN, PRESCHOOL-CHILDREN, SPECIAL-EDUCATION, CONTROLLED-TRIAL, SKILLS, COMMUNICATION, KINDERGARTEN, METAANALYSIS
- Open Archive Collection: AVESIS Open Access Collection
- Anadolu University Affiliated: Yes
Abstract
This study aims to provide information about Peer-Mediated Instruction/Intervention which is used for fostering social interaction between children with autism spectrum disorder and typically-developing children in early childhood inclusive practices. In accordance with this purpose, the aim of Peer-Mediated Instruction/Intervention, their characteristics, benefits and limitations for children with autism spectrum disorder and typically-developing peers were described. The information was given about the classification of these interventions and implementation procedure. Previous studies related to Peer-Mediated Naturalistic Developmental Behavioral Interventions were presented. The findings of these studies were discussed in terms of future research and early childhood inclusive practice.