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

2021 ◽  
pp. 108835762110233
Author(s):  
April Haas ◽  
Kimberly J. Vannest ◽  
Marcus C. Fuller ◽  
Jennifer B. Ganz
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Effect Size ◽  
Meta Analysis ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Academic Instruction ◽  
Students With Autism ◽  
Moderate Effect

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.

scholarly journals Profile of Social Skills in Students with Autism Spectrum Disorder

2021 ◽  
Vol 11 (02) ◽  
pp. 195-206
Author(s):  
Georgia Strofylla ◽  
Sofia Charitou ◽  
Katerina Asonitou ◽  
Dimitra Koutsouki
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Autism

COMPUTER-BASED INTERVENTION FOR AUTISM SPECTRUM DISORDER CHILDREN AND THEIR SOCIAL SKILLS: A META-ANALYSIS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Kanwajit Kaur ◽  
S. Pany
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Meta Analysis ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Abnormal Development ◽  
Systematic Research ◽  
The Social ◽  
Computer Based

Autism spectrum disorder(ASD) is a neurodevelopmental disorder that arises due to the abnormal development of the brain. ASD children mainly deficit in social and communication skills. Computer based intervention has been identified as one of the most prominent method to improve social skills of autism spectrum disorder children. Computer based intervention such as serious game, virtual reality, robotic, neurofeedback and multitouch interfaces have been developed to support children with ASD. This paper analyses and reflects all the previous researches carried out in computer based interventions for children of ASD to improve social skills since 2010.This literature review addresses two systematic research questions: How the computer based intervention is used or developed and the effectiveness of computer based intervention for autism spectrum disorder children in improvement of social skills. Therefore, the specific objectives of this paper are described as; to review the computer based interventions which were used to improve social skills of autism spectrum disorder children; and to analyse the findings of the previous work.The analysis of different studies revealed that computer based games are popularly used to improve the social skills of the ASD children and it is also observed that computer based interventions proved to be the useful interventions to improve the social skills of autism spectrum disorder children.

Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

2019 ◽  
pp. 016264341989024
Author(s):  
John C. Wright ◽  
Victoria F. Knight ◽  
Erin E. Barton ◽  
Meghan Edwards-Bowyer
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Public School ◽  
Single Case ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Social ◽  
Students With Autism

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.

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