ABSTRACT

Schools need cost and resource-efficient strategies to improve the academic performance of students with autism spectrum disorder (ASD). High-quality research demonstrates peer-mediated interventions effects on improved social skills for students with ASD. However, effects of peer-mediated interventions on academic outcomes are less understood concerning quality in ASD populations. This paper provides an updated systematic and quality review of the literature for Peer-Mediated Academic Instruction (PMAI) using peers of students with ASD. Authors identified eight new studies. Evaluation criteria included Council for Exceptional Children’s Single Case Design Standards and the What Works Clearinghouse Standards. Results indicate PMAI can be considered and evidence-based practice to improve academic performance in the ASD population. Limitations and future directions are discussed.

摘要

学校需要采用成本和资源效率较高的策略来提高自闭症谱系障碍（ASD）学生的学习成绩。高质量的研究表明，同伴介导的干预对提高自闭症学生的社交能力有影响。然而，关于自闭症人群的质量，对同伴介导的干预对学业成果的影响知之甚少。本文提供了针对使用ASD学生的同龄人的同行中介学术指导（PMAI）文献的最新系统性和高质量的文献综述。作者确定了八项新研究。评估标准包括杰出儿童单一病例设计标准委员会和What Works信息交换所标准。结果表明，可以考虑采用PMAI并采用循证实践来提高ASD人群的学习成绩。