A Meta-Analysis of Peer-Mediated Instructional Arrangements and Autism
Review Journal of Autism and Developmental Disorders
Bene, K., Banda, D. R., et al. (2014).
Review Journal of Autism and Developmental Disorders, 1(2), 135-142.
This meta-analysis investigates the effect and social validity of peer-mediated instructional arrangement strategies on academic and social communication outcomes in students on the autism spectrum.
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Single-subject research design studies; group design studies
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"This review shows that peer-mediated instructional arrangements may be viable methods for teaching and improving academic and social skills. Peer-mediated instructional arrangement strategies facilitated maintenance and generalization of learned skills in several of the participants. Additional research is needed to determine the impact of peer mediated instructional arrangements across age groups (including adults), disability categories, and ... [functional abilities]" (p. 141). Effect size estimates using percent of non-overlap of all pairs was 0.82 for academic skills and 0.83 for social communication.
