Brittany L HOTT, Fahad M ALRESHEED, Harvetta R HENRY


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.

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