Classwide Peer Tutoring: An Integration Strategy to Improve Reading Skills and Promote Peer Interactions Among Students with Autism and General Education Peers

Kamps, Debra M., Leonard, Betsy R. and Delquadri, Joseph, Juniper Garden Children's Project; and Barbetta, Patricia M., Florida International University, “Classwide Peer Tutoring: An Integration Strategy to Improve Reading Skills and Promote Peer Interactions Among Students with Autism and General Education Peers,” Journal of Applied Behavior Analysis, 27, 49-61, 1994.

A multiple baseline design was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for three high-functioning students with autism and their typical peers in integrated elementary classrooms. Results revealed increased reading fluency and reading comprehension and also increased free-time social interactions.

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