Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers without disabilities. This systematic review identified all experimental (e.g., single case, group experimental) and descriptive (e.g., qualitative, survey) studies addressing PMIs implemented at the secondary level with students with IDD. Among the 98 PMI studies that we identified in this review, 66 (67.3%) studies included some qualitative or quantitative measure of peer impact. Across these studies, the impact on peers was addressed in 10 different areas. This review provides new insights into the ways peer impact has been evaluated and how peers have been impacted by their PMI experience. Recommendations for research and practice aimed at addressing the benefits of involving peers without disabilities in these interventions are provided.

在智力残疾，自闭症和多重残疾（即智力障碍和发育障碍[IDD]）的特殊教育类别下，同伴介导的干预措施（PMI）可为青少年提供大量的学术和社会福利。但是，有限的注意力集中在PMI对参与的无障碍同行的影响上。该系统评价确定了针对IDD学生在中学阶段实施的PMI的所有实验性研究（例如，单例，小组实验）和描述性研究（例如，定性，调查）。在本次审查中我们确定的98项PMI研究中，有66项（67.3％）研究对同龄人的影响进行了定性或定量评估。在这些研究中，对同伴的影响在10个不同领域得到了解决。这篇综述提供了有关评估同龄人影响的方式以及同龄人如何受到其PMI经验影响的新见解。提供了旨在解决这些问题的研究和实践建议，以解决让无残障同伴参与这些干预措施的问题。