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.

进行了系统的文献回顾，以检查对智力和发育障碍 (IDD) 学生进行同伴网络干预的证据。使用特殊儿童委员会 (CEC) 发布的质量指标和检查偏倚风险，确定并评估了 15 项研究的方法学严谨性。仅依靠 CEC 的指导方针，同伴网络干预是一种循证实践，可增加 IDD 学生与非残疾同伴的交流和互动。然而，偏倚风险评估揭示了几个方法学问题，结果测量通常仅限于上下文而不是概括，并且需要在中学层面进行进一步研究，与没有自闭症诊断的智障学生，以及使用增强和替代交流 (AAC) 的学生一起。提供了有关培训和支持学校人员实施同伴网络干预的启示。