PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS: A META – SYNTHESIS

Hott, Brittany L. and Alresheed, Fahad M. and Henry, Harvetta R. (2014) PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS: A META – SYNTHESIS. Journal of Special Education and Rehabilitation, 15 (1-2). pp. 109-121. ISSN 1409-6099

[img] Archive
109-121 _122_ HOTT, ALRESHEED, HENRY.pdf - Published Version
Available under License Creative Commons Attribution.
Download (441kB)
Official URL: http://doi.org/10.2478/JSER-2014-0007

Abstract

A limitation in social interaction is a critical defining characteristic of Autism Spectrum Disorders (ASD). Peer tutoring is one of the most widely utilized interventions for improvement of social interaction and academic performance. This synthesis examines the effectiveness of peer tutoring interventions in the United States using percentage of nonoverlapping data (PND). Results suggest that peer tutoring is a viable intervention for supporting social and academic development. Limitations, implycations for practice, and future research directions are reported.

Item Type: Article
Subjects: L Education > LC Special aspects of education
Depositing User: Prof. Dr. Vladimir Trajkovski
Date Deposited: 07 Jun 2015 06:49
Last Modified: 07 Jun 2015 06:49
URI: http://eprints.jser.fon.edu.mk/id/eprint/42

Actions (login required)

View Item View Item
Journal of Special Education and Rehabilitation is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.