了解同伴中介学术指导的效应量:一项荟萃分析

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-08-13 DOI:10.1177/10883576211023329

April N. Haas, Kimberly J. Vannest, Marcus C. Fuller, J. Ganz

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引用次数: 1

摘要

在指导自闭症学生时，社交技能的不足往往会让教授学者成为第二考虑因素。同伴中介教学在提高自闭症谱系障碍（ASD）学生的各种残疾的学术技能和社交技能方面得到了很好的研究。本研究的目的是确定同伴中介学术指导（PMAI）对ASD学生提高学术技能的影响大小。结果表明，研究表明，在使用PMAI教授ASD学生时，效果较弱至中等。这些结果验证了PMAI在向ASD学生教授学术技能时是有效的；然而，还需要更多的研究来更好地了解PMAI对谁以及在什么条件下最有效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis

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.

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来源期刊

Focus on Autism and Other Developmental Disabilities Multiple-

CiteScore

3.50

自引率

5.00%

发文量

期刊介绍： Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.