title: The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder.
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.
authors.affiliation: University of Minnesota, USA. annalind.petursdottir@reykjavik.is
authors.forename: Anna-Lind
authors.initials: AL
authors.lastname: Petursdottir
authors.forename: Jennifer
authors.initials: J
authors.lastname: McComas
authors.forename: Kristen
authors.initials: K
authors.lastname: McMaster
authors.forename: Kathy
authors.initials: K
authors.lastname: Horner
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002675:Child, Preschool; D005793:Generalization, Psychological; D006379:Helping Behavior; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010379:Peer Group; D013334:Students / Q000523:psychology; D013663:Teaching