Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities

Autor/inn/en	Odluyurt, Serhat; Tekin-Iftar, Elif; Ersoy, Gulhan
Titel	Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 3, S.415-428 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	School Counselors; Peer Teaching; Tutoring; Inclusion; Individualized Education Programs; Developmental Disabilities; Program Effectiveness; Elementary School Students; Purchasing; Secondary School Students; First Aid; Teaching Methods; Counselor Role; Student Role; Intervention; Skill Development; Maintenance; Generalization; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Inklusion; Individualized education program; Individualisierendes Lernen; Entwicklungsstörung; Beschaffungswesen; Kauf; Sekundarschüler; Unfallhilfe; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Türkei
Abstract	The purpose of this study was to investigate the effects of school counselor supervised peer tutoring intervention on meeting IEP outcomes of six inclusion students with developmental disabilities in a public elementary and secondary school. The effectiveness of this intervention was evaluated by using multiple probe design across students. Elementary school students (3rd graders) were taught purchasing skill at school canteen and the secondary level students (7th and 8th graders) were taught first-aid skill. Three typical peers served as tutors for each student. The results showed that the school counselor successfully supervised peer tutoring intervention, the tutor reliably delivered intervention to their peers with developmental disabilities, and tutees acquired, maintained and generalized the skills on their IEPs. In addition, tutees reported positive opinions regarding the social validity of the study. Results, future research, and implications for practice are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10