Children’s biases toward their peers with intellectual disabilities tend to have negative developmental and social consequences for those with intellectual disabilities. As a result, researchers developed intervention programs to reduce biases toward children with intellectual disabilities. This meta-analysis is a quantitative summary of 59 studies and 144 hypothesis tests involving intervention programs to change children’s attitudes toward their peers with intellectual disabilities. Results revealed an overall significant effect (d = 0.44): following intervention programs, children’s attitudes toward their peers with intellectual disabilities increased. Moderators indicate that the most effective interventions were those that occurred over multiple sessions, involved active engagement in multiple strategies and social interactions, emphasized equal status contact that was unstructured or indirect, and had little adult guidance. Interventions had no effect on changing children’s perceptions of competence and participants in junior high had more negative attitudes following the interventions. Findings provide guidance for researchers, educators, and counselors who seek methodologies to reduce biases toward children with intellectual disabilities.

儿童对智障同伴的偏见往往会对智障者产生负面的发展和社会影响。结果，研究人员制定了干预计划，以减少对智障儿童的偏见。这项荟萃分析是对59项研究和144项假设检验的定量总结，其中涉及干预计划，以改变儿童对智障同伴的态度。结果显示总体效果显着（d = 0.44）：在实施干预计划后，儿童对智障同伴的态度有所提高。主持人指出，最有效的干预是在多个会议上进行的干预，包括积极参与多种策略和社交互动，强调无组织或间接的平等地位接触，并且几乎没有成人指导。干预对改变孩子的能力观念没有影响，初中的参与者在干预之后有更多的消极态度。研究结果为寻求方法以减少对智障儿童的偏见的研究人员，教育者和咨询师提供指导。