Search the site

The University of Manchester Library

In April 2016 Manchester eScholar was replaced by the University of Manchester’s new Research Information Management System, Pure. In the autumn the University’s research outputs will be available to search and browse via a new Research Portal. Until then the University’s full publication record can be accessed via a temporary portal and the old eScholar content is available to search and browse via this archive.

Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion

Ezzamel, Nadia

[Thesis]. Manchester, UK: The University of Manchester; 2016.

Access to files

Abstract

There is increasing interest in the role of peers in facilitating the social interaction of pupils with ASD through Peer-mediated Interventions (PMI). A systematic literature review was conducted to provide an overview of methods used to evaluate the impact of PMI and provide examples of innovative practice. Four databases were searched. Following application of inclusion and exclusion criteria and coding of studies, 10 were included in the final review. The review found that measuring the outcome of PMI at the level of target pupils has been a focus, with less attention given to exploring experiences of participants; impact on peers and implementation of PMI within an educational context.An innovative PMI was implemented within a mainstream primary school to promote the social inclusion of a Year 3 male pupil with ASD, with his class and five peers. Key elements of the PMI included development of the programme with school staff, whole class awareness raising and a small group peer network. The intervention was evaluated through structured playground observations of pupil-peer interaction, interviews with the target pupil and school staff and a peer focus group. Findings indicated that this small-scale PMI had a positive impact at the level of the target pupil and peers. Key factors facilitating the implementation of this intervention within a school context were also identified. A structured dissemination strategy that involved consultation activities with key stakeholders explored the refinement of an ecologically valid and feasible model for delivery in mainstream schools. Future considerations in developing the intervention framework include; refining elements of the programme based on feedback from key stakeholders and trialling the delivery of the intervention by school staff trained in the programme. Implications for Educational Psychologists (EPs) in the development and delivery of the intervention are discussed.

Bibliographic metadata

Type of resource:
Content type:
Administered thesis
Form of thesis:
Traditional
Type of submission:
Doctoral level ETD - final
Thesis title:
Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion
Degree type:
Doctorate in Educational and Child Psychology
Degree programme:
Doctorate in Educational and Child Psychology
Publication date:
2016-07-27T16:32:41
Institution:
The University of Manchester
Location:
Manchester, UK
Total pages:
300
Abstract:
There is increasing interest in the role of peers in facilitating the social interaction of pupils with ASD through Peer-mediated Interventions (PMI). A systematic literature review was conducted to provide an overview of methods used to evaluate the impact of PMI and provide examples of innovative practice. Four databases were searched. Following application of inclusion and exclusion criteria and coding of studies, 10 were included in the final review. The review found that measuring the outcome of PMI at the level of target pupils has been a focus, with less attention given to exploring experiences of participants; impact on peers and implementation of PMI within an educational context.An innovative PMI was implemented within a mainstream primary school to promote the social inclusion of a Year 3 male pupil with ASD, with his class and five peers. Key elements of the PMI included development of the programme with school staff, whole class awareness raising and a small group peer network. The intervention was evaluated through structured playground observations of pupil-peer interaction, interviews with the target pupil and school staff and a peer focus group. Findings indicated that this small-scale PMI had a positive impact at the level of the target pupil and peers. Key factors facilitating the implementation of this intervention within a school context were also identified. A structured dissemination strategy that involved consultation activities with key stakeholders explored the refinement of an ecologically valid and feasible model for delivery in mainstream schools. Future considerations in developing the intervention framework include; refining elements of the programme based on feedback from key stakeholders and trialling the delivery of the intervention by school staff trained in the programme. Implications for Educational Psychologists (EPs) in the development and delivery of the intervention are discussed.
Additional digital content not deposited electronically:
n/a
Non-digital content not deposited electronically:
n/a
Keyword(s):
Thesis main supervisor(s):
Thesis co-supervisor(s):
Degree grantor:
Language:
en

Institutional metadata

University researcher(s):
Academic department(s):

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:302633
Created by:
Ezzamel, Nadia
Created:
27th July, 2016, 15:32:41
Last modified by:
Ezzamel, Nadia
Last modified:
2nd March, 2018, 10:30:53

Can we help?

The library chat service will be available from 11am-3pm Monday to Friday (excluding Bank Holidays). You can also email your enquiry to us.