Supporting Peer Interaction in Inclusive Preschool Classrooms: The State of the Literature

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Supporting Early Childhood Learners With Disabilities (Table 16)

Abstract

This study is a systematic literature review focusing on interventions designed to support peer interactions in inclusive preschool classrooms. Sixteen studies were analyzed in terms of intervention types and settings, effects of interventions, participant features, social validity, generalization, maintenance, and intervention fidelity. Results showed that peer-mediated interventions targeting the skills of children with disabilities were most common. Across the studies, most participants were approximately four years old, white, and labeled with ASD. The most common outcomes of the interventions were to improve social initiation, responses, and communication skills of children with disabilities. Interventions were conducted mostly during play and implemented by researchers. Recommendations are given to empower the emerging research on children's peer interactions in inclusive classrooms.

Author

• Emine Kilincci, University of Wisconsin - Madison
  Presenting Author