The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

Autor/inn/en	Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy
Titel	The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 40 (2007) 2, S.353-357 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Stimuli; Tutoring; Play; Peer Teaching; Autism; Interaction; Reading Instruction; Kindergarten + Suchen Sie Ihr Suchwort? Anreizsystem; Förderkonzept; Nachhilfeunterricht; Spiel; Peer group teaching; Peer Group Teaching; Autismus; Interaktion; Leseunterricht
Abstract	This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play. (Contains 1 figure.) (Author).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10