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

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.