Peer Tutoring Interventions for Student With Autism Spectrum Disorders: A Meta-Synthesis
Journal of Special Education and Rehabilitation
Hott, B. L., Alresheed, F. M., et al. (2014).
Journal of Special Education and Rehabilitation, 15(1-2), 109-121.
This meta-synthesis investigates the effects of peer tutoring interventions on the social or academic outcomes of children on the autism spectrum.
Not stated
1970-2012
Single-subject design studies
17
"Peer tutoring interventions for enhancing social interactions among children [on the autism spectrum] ... are fairly effective (77.95%). Generally, the younger the target children are the more effective the intervention is.... Unfortunately, peer tutoring interventions seem to be less effective with older students" (p. 118).
<p>"Comparison of the effectiveness by different variables suggested that interventions were more effective when the following variables were included:</p>
<ul>
<li>academic skills, </li>
<li>preschool-aged target children, </li>
<li>class-wide peer tutoring, </li>
<li>cooperative learning groups interventions, </li>
<li>buddy system interventions, </li>
<li>peer training, </li>
<li>joint activity schedule with scripts interventions,</li>
<li>male target children, </li>
<li>interventionists from other classrooms, and,</li>
<li>target children and interventionists of different genders" (p. 119).</li>
</ul>
