65255 20200113145620.0 doi 10.5209/RCED.52032 sideral 104210 ART-2018-104210 spa (orcid)0000-0002-9685-8399 Liesa Orús, M. Universidad de Zaragoza Sistemas de ayuda entre iguales con poblaciones de niños del espectro autista en escuelas inclusivas. Una revisión sistemática 2018 Access copy available to the general public Unrestricted As a result of inclusion-oriented policies, in recent years a growing interest in all children learn together in schools is detected. Concretizing for the population of children with Autism Spectrum Disorders, this approach has led a rejection of more individualized to let emerge an educational inclusive perspective, emphasizing the importance of peer influence with typical development (TD) in their social and communicative skills. The pedagogic use of peer support systems involves teaching a series of strategies and guidelines to children without difficulties in order to facilitate the social interaction of children wits ASD. In this way, in this systematic review it appears the systematic analysis of 11 empirical studies using support and peer assistance with children with ASD in inclusive school settings. After data extraction, certain differences are found in the type of training given to children with TD and in activities implemented with peers with ASD, depending on educational stage where they are and the place where the intervention is implemented. For both educational stages (elementary and primary), role-playing and modeling are the two most commonly adopted procedures to training peers who are going to implement later the peer support system with children with TEA. At the time of implementing these interventions, the type of activity par excellence used in the kindergarten stage, is the game, while more complex activities such as reinforcing communicative attempts and attracting attention, are introduced in primary. info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 0.569 2018 Education 2018 Q2 info:eu-repo/semantics/review info:eu-repo/semantics/publishedVersion (orcid)0000-0002-6083-8759 Latorre Cosculluela, C. Universidad de Zaragoza (orcid)0000-0003-2206-2299 Vázquez Toledo, S. Universidad de Zaragoza 4001 215 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Didáctica y Organiz. Esc. 29, 1 (2018), 97-111 Rev. complut. educ. Revista Complutense de Educacion 1130-2496 409491 http://zaguan.unizar.es/record/65255/files/texto_completo.pdf Versión publicada 69022 http://zaguan.unizar.es/record/65255/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:65255 articulos driver 2020-01-13-14:55:33 ARTICLE