The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder.
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.
Petursdottir
Anna-Lind
AL
University of Minnesota, USA. annalind.petursdottir@reykjavik.is
McComas
Jennifer
J
McMaster
Kristen
K
Horner
Kathy
K
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