Anna-Lind Petursdottir, Jennifer McComas, Kristen McMaster, & Kathy Horner (2007).
The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder.
Journal of Applied Behavior Analysis,
40, 353-357.
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.
DESCRIPTORS: autism, generalization, peer tutoring, programming common stimuli, social interaction