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KMID : 0894920160160020083
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Journal of the Korean Association for Persons with Autism
2016 Volume.16 No. 2 p.83 ~ p.109
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A Systematic Review on Peer Relation Intervention for Children with Autism Spectrum Disorders
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Moon So-Young
Hong Ju-Hee
Kim Yu-Ri
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Abstract
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This study was to examine research trends on peer relation intervention for children with autism spectrum disorders in inclusive education settings and to analyze the quality of research using CEC quality indicators to suggest future directions. For this purpose, peer-reviewed journal articles published from 2006 to 2015 were systematically searched and a total 29 studies were identified. The 29 studies(22 of single-subject experimental studies and 7 of experimental group comparison studies) were analyzed in terms of publication year, participants, settings, research design, independent variable, dependent variable and CEC quality indicators. Results showed that the most of studies were targeting elementary school students with ASD and the most frequently used intervention for social-related support was social skill training and peer interaction training. Also, most of the studies measured social interaction skills(initiating, responding, maintaining). In terms of analysis based on CEC quality indicators, only 4 of 29 studies has relatively high quality level, addressing more than 80% of a total score. Overall, studies using group experimental design have much higher level of quality than ones using single-subject design. Future research directions were discussed based on the findings.
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KEYWORD
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peer-mediated support, social skills, autism spectrum disorders, quality evaluation indicators, inclusive setting
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