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

A.-L. Petursdottir, J. McComas, K. McMaster, K. Horner

Research output: Contribution to journalArticlepeer-review


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.

Original languageUndefined/Unknown
Pages (from-to)353-357
Number of pages5
JournalJournal of Applied Behavior Analysis
Issue number2
Publication statusPublished - Jun 2007

Other keywords

  • Autism
  • Generalization
  • Peer tutoring
  • Programming common stimuli
  • Social interaction

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