ERIC Number: EJ1375291
Record Type: Journal
Publication Date: 2023-Jan
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2167-3454
EISSN: N/A
Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature
Mahoney, Michael W. M.
Journal of Special Education Apprenticeship, v12 n1 Jan 2023
The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion. Results of this search identified four models of PMI that were used to promote on-task academic achievement and increases in correct academic responding. This paper concludes with suggestions for future research and recommendations for implementing peer-mediated interventions in larger inclusive secondary classroom settings.
Descriptors: Peer Teaching, Intervention, Students with Disabilities, Autism Spectrum Disorders, Academic Achievement, Inclusion, Cross Age Teaching, Cooperative Learning, Preschool Education, Elementary Secondary Education
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Publication Type: Journal Articles; Information Analyses
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A