Peer-Mediated Instruction

In a recent study, CSMRE faculty affiliate Jay Ganz teamed with colleagues to examine the effectiveness of peer-mediated academic instruction. They focused on academic skill acquisition among children with Autism Spectrum Disorder. To do so, the research team conducted a meta-analysis, aggregating the findings from other empirical research to determine the overall impact. Their findings show that peer-mediated instruction had a small to moderate effect on learning. The study shows the technique can be useful, but there is also more work needed to understand when it might be most effective and for whom.

Haas, A., Vannest, K. J., Fuller, M. C., & Ganz, J. B. (2021). Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576211023329