Peer Management Interventions: A Meta-Analytic Review of Single-Case Research

Peer management intervention is a subtype of peer-mediated intervention that involves training individuals to implement standardized intervention protocols to modify the behavior of their peers. This meta-analysis of single-case research synthesized the results of 29 studies examining the effectiveness of school-based peer management interventions. The overall results indicate that peer management interventions are moderately effective (Tau-U = 0.78) at altering the behavior of students in the desired direction in a variety of domains including social skills, disruptive behavior, and academic engagement time. These results are consistent with similar meta-analyses examining the effects of academic peer-mediated interventions (e.g., Bowman-Perrott et al., 2013). Moderator variables including intervention target behavior, student interventionist training time, and matching of target students and student interventionists on a variety of demographic variables were examined. Limitations, implications, and future directions of the findings are discussed

Social participation to support good mental health in neurodisability

Background: Young people with neurodisability experience lower levels of mental wellbeing and are at increased risk of mental illness compared to their non-disabled peers. Social participation is recognised as a protective factor against mental illness and a potential pathway to support better mental wellbeing in neurodisability. Method: This co-design study involved young people, parents, and clinicians. First, possible interventions were identified through a rapid systematic evidence review. Any study designs were considered that included people with a neurodisability aged 0-18 years that evaluated a therapy intervention with social participation and mental health outcomes. Titles and abstracts were screened by two reviewers, from the included studies data were extracted and then presented using written summaries. Second, the summaries were discussed and prioritised in stakeholder groups with young people, parents, and clinicians. Groups were audio recorded and framework analysis was used to identify and specify intervention elements and their delivery. Results: The evidence review identified 13870 records, from which 43 were included. These records were published 1994-2017 and reported studies with 4-249 participants aged 16 months – 18 years with a range of neurodisabilities. Five intervention approaches (social skills training, arts, sports, technology, and play) were identified from the review. Two themes emerged from the stakeholder groups: intervention in the real world, feeling judged and feeling safe. The groups prioritised an intervention in real-world social leisure contexts (i.e. existing clubs and groups) using nine key intervention elements (e.g. feedback, positive verbal reinforcement) delivered by club leaders trained by healthcare professionals using five intervention procedures (e.g. a manual, video training). Conclusion: This study has identified core elements of social participation interventions that may improve mental health outcomes in young people with neurodisability, which should now be tested

Competência social, inclusão escolar e autismo: revisão crítica da literatura Social competence, school inclusion and autism: critical literature review

O autismo se caracteriza pela presença de um desenvolvimento acentuadamente atípico na interação social e comunicação, assim como pelo repertório marcadamente restrito de atividades e interesses. Estas características podem levar a um isolamento contínuo da criança e sua família. Entretanto, acredita-se que a inclusão escolar pode proporcionar a essas crianças oportunidades de convivência com outras da mesma faixa etária, constituindo-se num espaço de aprendizagem e de desenvolvimento da competência social. O objetivo deste estudo foi revisar criticamente a literatura a respeito do conceito de competência social e dos estudos atualmente existentes na área de autismo e inclusão escolar. Identificaram-se poucos estudos sobre este tema, os quais apresentam limitações metodológicas. Este panorama aponta para a necessidade de investigações que demonstrem as potencialidades interativas de crianças com autismo e a possibilidade de sua inclusão no ensino comum, desde a educação infantil.<br>Autism is a condition characterized by an atypical development in the social interaction and communication, and by a remarkably restricted repertoire of activities and interests. These characteristics can lead the child and her family to a continuous isolation. However, it is believed that the school inclusion can provide these children opportunities to be with others of the same age group, allowing the development of the social competence and learning. The aim of this study was to critically review the literature on the concept of social competence and school inclusion in the area of autism. Few studies were identified about this topic, but with methodological limitations. This situation points to the need of studies that demonstrate the autistic children's interactive potentialities and the possibility of their inclusion in the mainstream school, since early education