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同伴介入法促进自闭症谱系障碍儿童融合教育的研究现状与展望

Research Status and Prospects of Peer-mediated Interventions in Promoting Inclusive Education for Children with Autism Spectrum Disorder

李乾楷, 汪俊

Psychology of China / 2026,8(6): 1009-1017 / 2026-06-30 27 19

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• Information:

  浙江师范大学心理学院，金华

• Keywords:
  Autism spectrum disorder; Inclusive education; Peer-mediated interventions
  自闭症谱系障碍; 融合教育; 同伴介入法
• Abstract: This paper is grounded in the inclusive education needs of children with autism spectrum disorder (ASD) and provides a systematic review of the progress and limitations of peer-mediated interventions (PMIs). Research has shown that PMIs are effective in promoting social skills, yet they remain limited by narrow intervention goals, restricted implementation contexts, and insufficient exploration of underlying mechanisms. Guided by the inclusive education principle of “respecting differences and fostering diverse development,” this study suggests that future research should extend intervention targets to cognitive and emotional domains, broaden implementation settings to families and communities, and employ multimodal cognitive neuroscience to deepen the understanding of intervention mechanisms. The ultimate aim is to provide directions for PMIs research and practice, thereby advancing higher-quality inclusive education for children with ASD. 本文立足于自闭症谱系障碍儿童融合教育需求，系统回顾同伴介入法的研究进展及不足。研究表明，同伴介入法在促进社交能力方面成效显著，但仍存在目标单一、场域有限及机制探究不足等问题。基于融合教育“尊重差异、多元发展”的理念，本文提出未来研究应拓展干预目标至认知与情绪领域，扩大实施边界至家庭和社区，并结合多模态认知神经科学深化作用机制探索。本文旨在为同伴介入法研究与实践提供方向，以推动自闭症谱系障碍儿童实现更高质量的融合教育。
• DOI: 10.35534/pc.0806149 (registering DOI)
• Cite: 李乾楷, 汪俊. (2026). 同伴介入法促进自闭症谱系障碍儿童融合教育的研究现状与展望. 中国心理学前沿, 8 (6), 1009-1017.