EFFECTS OF COOPERATIVE LEARNING GROUPS DURING SOCIAL STUDIES FOR STUDENTS WITH AUTISM AND FOURTH‐GRADE PEERS

1995/06/01 by Erin Dugan, Debra Kamps, Betsy R. Leonard +5 · 8 citations
Neuroscience · Psychology · #Autism Spectrum Disorder Research #Behavioral and Psychological Studies #Family and Disability Support Research

paper · doi:10.1901/jaba.1995.28-175

Abstract

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.

Cited by

• Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review
• Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders. [europepmc]
• Training paraprofessionals to improve socialization in students with ASD. [europepmc]
• Social Communication Effects of Peer-Mediated Recess Intervention for Children with Autism. [europepmc]
• Utilizing Peers to Support Academic Learning for Children With Autism Spectrum Disorder. [europepmc]
• Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. [europepmc]
• Interventions Benefitting Young Autistic Children. [europepmc]
• School-Based Interventions for Increasing Autistic Pupils' Social Inclusion in Mainstream Schools: A Systematic Review. [europepmc]

Related

• A SOCIAL STORIES™ INTERVENTION PACKAGE FOR STUDENTS WITH AUTISM IN INCLUSIVE CLASSROOM SETTINGS
• Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention
• Teachers’ Perceptions of the Home-School Collaboration: Enhancing Learning for Children with Autism
• An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning
• Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers