Review of the Evidence Base for Peer Network Interventions for Students With Intellectual and Developmental Disabilities.

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    • Subject Terms:
      AFFINITY groups; ONLINE information services; PSYCHOLOGY information storage & retrieval systems; FACILITATED communication; SOCIAL networks; SYSTEMATIC reviews; COMMUNICATION barriers; DEVELOPMENTAL disabilities; EVIDENCE-based medicine; HEALTH outcome assessment; MEDLINE; RESEARCH bias; INTELLECTUAL disabilities
    • Abstract:
      A systematic literature review was conducted to examine the evidence for peer network interventions for students with intellectual and developmental disabilities (IDD). Fifteen studies were identified and evaluated for methodological rigor using the quality indicators published by the Council for Exceptional Children (CEC) and by examining the risk of bias. Relying only on the guidelines from the CEC, peer network interventions are an evidence-based practice for increasing the communication and interaction of students with IDD with their peers without disabilities. However, risk of bias assessment revealed several methodological issues, outcome measurement was generally restricted to being context-bound rather than generalized, and there is a need for further research at the middle school level, with students with intellectual disability who do not have an autism diagnosis, and with students who use augmentative and alternative communication (AAC). Implications are provided about training and supporting school personnel to implement peer network interventions. [ABSTRACT FROM AUTHOR]
    • Abstract:
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