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

Authors

  • Brittany L. HOTT Texas A&M University – Commerce, Commerce, Texas 75429, USA
  • Fahad M. ALRESHEED University of Oregon, Oregon, USA
  • Harvetta R. HENRY Texas A&M University – Commerce, Commerce, Texas 75429, USA

DOI:

https://doi.org/10.2478/

Keywords:

Peer tutoring, ASD, Social Interaction, Academic Performance, PND

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.

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Published

2014-03-31

Issue

Vol. 15 No. 1-2 (2014): Journal of Special Education and Rehabilitation

Section

Articles

License

Copyright (c) 2014 Brittany Hott

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS: A META – SYNTHESIS. (2014). Journal of Special Education and Rehabilitation, 15(1-2), 109-121. https://doi.org/10.2478/

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