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.
| Original language | Undefined/Unknown |
|---|---|
| Pages (from-to) | 353-357 |
| Number of pages | 5 |
| Journal | Journal of Applied Behavior Analysis |
| Volume | 40 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2007 |
Other keywords
- Autism
- Generalization
- Peer tutoring
- Programming common stimuli
- Social interaction