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Case Reports
. 2007 Summer;40(2):353-7.
doi: 10.1901/jaba.2007.160-05.

The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder

Anna-Lind Petursdottir  1 , Jennifer McComas, Kristen McMaster, Kathy Horner
Affiliations
Case Reports

The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder

Anna-Lind Petursdottir et al. J Appl Behav Anal. 2007 Summer.

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.

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Figures

Figure 1
Figure 1
Frequency of social interactions between Max and his peers during 20-min free-play periods following baseline, peer tutoring, and peer tutoring with common stimuli.
See this image and copyright information in PMC

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