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

Konabe Bene; Devender R. Banda; Donna Brown

doi:10.1007/s40489-014-0014-9

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

Konabe Bene, Devender R. Banda, Donna Brown

Education SPED

Research output: Contribution to journal › Article › peer-review

21 Scopus citations

Abstract

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 language	English
Pages (from-to)	135-142
Number of pages	8
Journal	Review Journal of Autism and Developmental Disorders
Volume	1
Issue number	2
DOIs	https://doi.org/10.1007/s40489-014-0014-9
State	Published - Jun 1 2014

Keywords

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

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