Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes for both peer implementers and focal children. Studies have primarily occurred in inclusive preschool settings during free play activities, with researchers serving as facilitators. Average effects were positive and substantial for both peer implementers and focal children, although considerable heterogeneity across studies was observed. Additional research is needed to determine what peer implementer and focal child characteristics moderate intervention success, what modifications are needed for children who have complex communication needs, and optimal procedural variations (e.g., group size, training time).

保持对话（SPT）是一种由同伴介导的干预措施，涉及培训同伴实施者与有残疾或社交能力较低的重点孩子保持亲密接触，与之玩耍并与之交谈。这项系统的审查和荟萃分析调查了进行SPT干预的背景，评估其效果的研究的方法论充分性以及同伴实施者和重点儿童的成果。研究主要发生在免费玩耍活动期间的包容性学前环境中，研究人员充当促进者。对同伴实施者和重点儿童的平均影响是积极的，而且是实质性的，尽管在研究中观察到了相当大的异质性。