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

• Main Authors: Brittany L. HOTT, Fahad M. ALRESHEED, Harvetta R. HENRY
• Format: Article
• Language: English
• Published: Faculty of Philosophy, Institute of Special Education and Rehabilitation 2014-03-01
• Series: Journal of Special Education and Rehabilitation
• Subjects: Peer tutoring; ASD; Social Interaction; Academic Performance; PND
• Online Access: http://jser.fzf.ukim.edu.mk/files/2014%281-2%29/109-121%20_122_%20HOTT,%20ALRESHEED,%20HENRY.pdf

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.