A Meta-analysis of Peer-Mediated Instructional Arrangements and Autism

Konabe Bene, Devender R. Banda, Donna Brown

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


We conducted a meta-analysis of 13 instructional arrangement studies that were conducted with children with autism spectrum disorders to improve academic and social communication skills and behavior. Results across the studies indicate that peer-mediated instructional arrangement is a robust method for teaching and improving various academic and other related skills—communication and social. Peer-mediated instructional arrangement strategies also facilitated maintenance and generalization of learned skills in half of the reviewed studies. We discuss the results and make suggestions for future researchers and practitioners.

Original languageEnglish
Pages (from-to)135-142
Number of pages8
JournalReview Journal of Autism and Developmental Disorders
Issue number2
StatePublished - Jun 1 2014


  • Academic skills
  • Autism
  • Meta-analysis
  • Peer-mediated instruction
  • Social skills


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