Literaturnachweis - Detailanzeige
| Autor/inn/en | Haas, April; Vannest, Kimberly J.; Fuller, Marcus C.; Ganz, Jennifer B. |
|---|---|
| Titel | Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis |
| Quelle | In: Focus on Autism and Other Developmental Disabilities, 37 (2022) 1, S.3-12 (10 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-3576 |
| DOI | 10.1177/10883576211023329 |
| Schlagwörter | Effect Size; Peer Teaching; Meta Analysis; Autism; Pervasive Developmental Disorders; Students with Disabilities; Interpersonal Competence; Instructional Effectiveness; Intervention; Elementary Secondary Education; Academic Achievement |
| Abstract | A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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